LIBRARY OF CONGRESS. 

Shelf_A 



UNITED STATES OF AMERICA. 



THE 



WESTMINSTER NORMAL OUTLINES; 



OR, 



THE CHRISTIAN TEACHER 



IN 



THE SABBATH-SCHOOL. 



MIDDLE COURSE. 



BY THE 

Rev. JAMES A. WORDEN. 



" Go ye therefore and teach all nations." — Matt, xxviii. 19, 

" We are bound to cast the minds of youth 
Betimes into the mould of heavenly truth, 
That, taught of God, they may indeed be wise, 
Nor, ignorantly wandering, miss the skies. ,i£i -C0WPER. 
, 

( C<JT ; 1 188 

PHILADELPHIA : CW 
PRESBYTERIAN BOARD OF PUBLICATION, 

1334 CHESTNUT STREET. 



THE 



WESTMINSTER NORMAL OUTLINES; 



OR, 



THE CHRISTIAN TEACHER 



THE SABBATH-SCHOOL. 



MIDDLE COURSE. 



BY THE 

Rev. JAMES A. WORDEN. 



" Go ye therefore and teach all nations."— Matt, xxviii. 19. 

" We are bound to cast the minds of youth 
Betimes into the mould of heavenly truth, 
That, taught of God, they may indeed be wise, 
Nor, ignorantly wandering, miss the skies."~C0WPER, 

. 

f Cut >i m 

PHILADELPHIA : Cy^ 
PRESBYTERIAN BOARD OF PUBLICATION, 

1334 CHESTNUT STREET. 




W63 



COPYRIGHT, 1881, BY 

THE TRUSTEES OP THE 

PRESBYTERIAN BOARD OF PUBLICATION. 



Westcott & Thomson, 
Stereotypers and Electrotypers, Philada. 



ACTION OF THE GENERAL ASSEMBLY. 



The General Assembly of the Presbyterian Church, dur- 
ing its sessions at Saratoga, N. Y., in May, 1879, adopted 
the following resolution : 

Resolved, That the Assembly approve the action of the 
Board in preparing a three years' course of Normal-Class 
Instruction, and the lists of subjects announced for the first 
year to the Assembly at its annual Sabbath -school meeting 
last evening, and earnestly recommend the formation of 
Normal Classes wherever practicable. 



INTRODUCTION. 



The Church to-day is making provision to commit the 
things which it has learned of God " to faithful men who 
shall be able to teach others also." Already is the Church 
training its teachers for Sabbath-school work. Hundreds 
of Normal Classes are in operation, using as their text-book 
the Junior Course of these Outlines. 

Attention is called again to the action of the General As- 
sembly of 1879 as an indication of the interest of the Church 
in Normal-Class work. This second volume pursues the 
same general plan approved by that Assembly. 

That plan was baser! on the fact that the two factors in the 
teacher's preparation are a knowledge of the Bible and a 
knowledge of how to teach the Bible, or of what to teach 
and how to teach. 

General Plan. 

In this, our Middle Course, the lessons on Bible-study are 
kept together in Part First, and those on Bible-teaching in 
Part Second. This change in the grouping of the lessons is 
not designed to separate the two elements in actual class- 
work, but merely to keep together subjects of the same kind 
for convenient reference. Each Normal-Class recitation 
should combine a lesson from the first part with a lesson 
from the second part. Thus the matter and method of 
teaching will be acquired together, each will add interest to 
the other, and the recitation will be enlivened by variety.* 

* For suggestions to conductors and students of Normal Classes, see 
these Outlines, Junior Course, pp. 5-7. 

1* 5 



b INTRODUCTION. 

Plan of Part First. 

The Junior Course briefly outlined the four Gospels. 
Where that Course closed, Part First of this volume re- 
sumes the study of the New Testament. Part First con- 
sists of Biographical Outlines of the four principal apostles, 
Peter, Paul, James and John, It takes up their writings in 
the order of time and with the circumstances of their com- 
position. The advantages of studying the Scriptures in this 
consecutive manner, and by means of personal centres, are 
increased by the tendency just now to confine the attention 
to isolated passages of the Word. 

Part First of this Middle Course takes up the remaining 
books of the New Testament, giving to each a brief intro- 
duction. 

Part Second 

consists of lessons which can be divided into four general 
topics. This grouping of the lessons is made for convenience. 

I. The Teacher Qualified. 

1. His Helper — the Holy Spirit. 

2. His Divine Vocation. 

3. His Personal Character. 

4. His Motives. 

5. His Training. 

6. His Training. 

II. The Teacher's General Methods of Class- 
work. 

7. Lesson or Lecture — Which ? 

8. How to awaken Interest in Study. 

9. Study Out of School. 

10. Negative Rules of Method and Manner. 

11. Difficulties — How to Overcome them. 



INTRODUCTION. 7 

12. Sabbath-school Order. 

13. Visible Illustration. 

14. Map-Sketching. 

III. The Teacher's Special Methods. 

15. The Teacher Dealing with Inquirers. 

16. The Teacher's Week-day Work. 

17. Bible-Study at Home. 

18. Fitch's Rules. 

19. The Teacher's Art of Putting Things, 

20. Fitch's Rules. 

21. Attention. 

22. Conditions of Attention. 

IV. General Suggestions to Workers. 

23. Cultivation of Memory. 

24. Attendance of the Scholars at Church. 

25. Order of Exercises. 

26. Spiritual Earnestness. 

27. The Catechism. 

28. Temperance Work among the Young. 

29. Adult Classes. 

30. Primary Classes. 

31. Careless Scholars. 

32. The Superintendent. 

33. The Superintendent. 

In discussing these topics the aim has been to condense as 
much help as possible within the limits. The lessons are 
outlines, not treatises. They are intended as suggestive 
plans to be filled out by teachers and students. They are 
not written with the design of instructing learned and ex- 
perienced workers, but as a text-book for young teachers 
and those expecting to teach. 



8 INTRODUCTION. 

I desire to express my obligations to the Rev. Geo. T. 
Purves, of Baltimore, for his counsel and scholarly help. 
Mr. Purves is the author (in Part First) of — 
Lesson XIII.— The Judaistic Controversy. 

" XVII. — PauFs Third Missionary Journey. 
" XIX. — First and Second Corinthians. 

XX. — PauPs Arrest and Imprisonment. 
" XXI. — Paul in Rome. 
" XXII.— Paul's Last Years. 

" XXIII.— The Work and Character of Paul, and 
the Chart of the Principal Doctrines 
taught by the Apostles. 
Every one who reads these Lessons will agree with me 
that Mr. Purves proves himself a most accomplished stu- 
dent of New Testament criticism. 

Many thanks are due Mr. James L. Hughes, Inspector of 
Public Schools, Toronto, Canada. He has generously con- 
tributed Lesson XIV., Map-Sketching, and Lesson XXIL, 
Cultivation of the Memory, in Part Second. He has also 
rendered other valuable assistance. 

I am conscious of the many imperfections of this little 
volume. It has been laboriously written under the pressure 
of many and varied cares and journeys, yet, imperfect as 
it is, I thank God that he has enabled me to finish it. I 
send it forth, imploring the Father of all wisdom to deign 
to use it for the assistance of his faithful children in their 
teaching labors for Christ. 

JAMES A. WORDEN. 
March 22, 1881. 



WESTMINSTER NORMAL OUTLINES, 



MIDDLE COUKSE. 



PA.RT FIRST. 



LESSON I. 

THE APOSTOLIC AGE, ITS IMPORTANCE AND ITS RELA- 
TIONS; METHOD OF STUDY. 

The Apostolic Age includes the Lives and Writings of the Apostles. 
The Gospels of Matthew and John, though written by Apostles, 
are treated as Gospel History, and not as belonging to the Apos- 
tolic Age. 

I. Importance. 

1. The history and literature of the apostolic age consti- 
tute the larger portion of the New Testament. The New Tes- 
tament is the first and most important part of the Bible to 
be studied by the teacher; see Heb. i. 1, 2. This age gives 
twenty-three books of the new dispensation, viz., A., R., 1 C, 
2 C, G., E., P., C, 1 Th., 2 Th., 1 T., 2 T., T., P., H., J. ,1 P , 
2 P., 1 J., 2 J., 3 J., J., R.* 

2. The apostolic age furnishes the inspired discussion and 
decision of the principles underlying all the questions which 

* The books are designated by their initials — A. for Acts, etc. 



1 () WESTMINSTER NORMAL OUTLINES. 

have sprung up in the Christian centuries — e. g. justification 
by Faith, good works, right and expediency, church govern- 
ment, etc. 

3. It especially contains the models of all missionary op- 
erations, and of all the work of instructing and training 
churches. It shows us the first establishment and extension 
of the Christian Church under supernatural divine guid- 
ance. 

4. As individual members of Christ's Church we have a 
personal interest in this age. We receive salvation through 
Christ's word by the mouth of apostolic men. We "are 
built upon the foundation of the apostles and prophets, Jesus 
Christ himself being the chief corner-stone." 

5. This age requires our study because of the difficulties 
found in its writings. The diligent labors of Christian schol- 
ars for eighteen centuries have not cleared up all these diffi- 
culties. Still are Peter's words of Paul's Epistles true : 
" In which are some things hard to be understood, which 
they that are unlearned and unstable wrest, as they do also 
the other Scriptures, to their own destruction." 

II. Relations. 

1. The relation of the apostolic age to the period of 
Christ's life is analogous to the relation of the Spirit to the 
Son. Both Spirit and Son are one. Christ in his earthly 
life visibly wrought and taught through his human nature. 
In the apostolic age " this same Jesus " works and teaches 
through the Spirit. This produces the unity of the New 
Testament. 

In Progress of Doctrine in the New Testament, by Bernard | which every 
student should carefully read;, page 104, we have this sentence written of 
the book of Acts: '"It is a record of the personal action of the Lord 
Jesus Christ in the first evolution of his gospel and formation of his 
Cirorch/' 



THE APOSTOLIC AGE. 11 

This is true not only of the Acts, but of all the apostolic writings, and 
it affords the keynote to the entire history. Jesus, who " began to do and 
to teach " in the Gospels (see Acts i. 1), continues to do and to teach through- 
out this age. He promised his apostles so to do : "I will come to you." 
So we find that the apostles appealed to him to designate the successor of 
Judas. Acts i. 24. 

When the Spirit came at Pentecost, Peter said (Acts ii. 33), "This 
Jesus . . . hath shed forth this, which ye now see and hear." Christ sends 
Philip to the Ethiopian proselyte (Acts viii. 26) and Peter to Cornelius 
(Acts x.), and receives his first martyr Stephen. Christ himself converts 
Saul, calls him by name, sends Ananias to him, commissions him as the 
apostle to the Gentiles (Acts ix., and xxii. 17, 18, 21). He guides Paul 
to Europe, appears to him at Corinth, at Jerusalem and on board the ship 
in the storm. Paul declares that he received his gospel directly from 
Christ (Gah i. 1, 12; also 1 Cor. xi. 23). The book of Kevelation is full 
of the words and acts of the risen Kedeemer, " who walks amidst the golden 
candlesticks." The apostolic age is filled with the divine authority and 
manifestation of Christ as truly as is the Gospel history. 

2. The Gospel history is the foundation, the apostolic his- 
tory and writings are the building. Tholuck says, "In di- 
recting our inquiry first of all toward the relation in which 
the Epistles stand to the other component parts of the New 
Testament, we find that both the Old and the New Testa- 
ment have been arranged by divine wisdom after one and 
the same plan. All the revelations of God to mankind rest 
upon history. Therefore in the Old as well as in the New 
Testament the history of the deeds of God stands first, as 
being the basis of holy writ; then follow the books which 
exhibit the doctrines and internal life of the men of God 
(in the Old Testament the Psalms, the writings of Solomon, 
etc., and in the New Testament the Epistles of the apostles) ; 
finally there follow in the Old Testament the writings of 
the prophets, whose vision extends into the times of the New 
Testament; and at the conclusion of the New Testament 
stands its only prophetic work, the Revelation of John." 

3. It is the relation of grapes to a vine. The graces of 



12 WESTMINSTER NORMAL OUTLINES 

the apostles, their preaching and labors, were the first-fruits 
ripened from the life of Christ, his death, his atoning blood, 
his risen power. The sap of the Gospels comes forth in the 
lives of the apostles. 

4. It is the relation of a commentator to a writing, or of 
an expounder to a doctrine. The Gospels give us the story of 
Jesus ; the Word, who was in the beginning with God, who 
was God, who made all things, and without whom nothing 
was made, has become flesh. He has taught wonderful 
truths in wonderful words ; he has wept and prayed ; he has 
agonized and has hung upon the cross ; he has risen and as- 
cended to where he was before. 

What did it all mean ? What kind of a Church did he 
intend to build? What are men to do to be saved by him? 
How shall we make known to others his salvation ? The 
apostolic age explains all this. In it our Lord, who had 
many things to say which his apostles could not bear before 
his ascension, now reveals them by his Spirit. Our Lord 
completes, perfects, defines and applies his own doctrines. 
These books " contain the development by the Lord, through 
his Spirit, of the doctrines and ethics taught by Christ per- 
sonally." 

(See Westminster Normal Outlines, Junior Year, page 11.) 

5. To the rest of the Bible the writings of the apostolic 
age are as a pinnacle to a temple. They are the highest part, 
the crown and glory of the Scriptures. They complete the 
entire revelation of God, and to them nothing is to be added. 

III. Method of Study. 

Our method of studying apostolic history and literature, 
or the apostolic age, shall be by biographical outlines of the 
history and writings of the four principal apostles — Peter, 
Paul, James and John. 



THE APOSTOLIC AGE 18 

1. These four are not only the principal apostles, but the 
only ones of whom we have extended accounts in Scripture. 

2. As four evangelists wrote the life of our Lord, so these 
four apostles wrote the remaining books of the New Testament. 
AVe omit in this sentence the brief Epistle of Jude. Guericke, 
Neander, Schmid, Schaff, compare Matthew with James, Mark 
with Peter, Luke with Paul, and the evangelist John with 
John the writer of the Epistles. 

3. An enthusiastic interest in the subject of introduction 
to the writings of the apostles can be best awakened and 
maintained by the study of their lives and characters. 

4. As the greater part of these writings is made up of 
Epistles, which were occasioned by events in the apostles' 
lives, and by the circumstances of the churches "to which 
they were addressed, the best introduction to these writings 
is a thorough knowledge of those events and circumstances. 
Hence the value of such works as the Life and Epistles of 
St. Paul, by Conybeare and Howson, and the similar though 
inferior works of Farrar and others. 

Self- Test. 

Write out in your own words answers to the following questions, and hand to the 

leader, 

1. State the subject of this lesson, 

2. Give several considerations showing the importance of studying the 
apostolic age. 

3. What is the relation of apostolic history and literature to Gospel his- 
tory? 

4. Run a parallel between the general structure of the Old Testament 
and that of the New Testament. 

5. What is our method of studying the apostolic age ? 

6. Give the advantages of this method. 

2 



14 WESTMINSTER NORMAL OUTLINES. 

LESSON II. 

THE APOSTLE PETER. 

Questions for Independent Study. 

Note. — It is expected that each student shall find answers to these ques- 
tions from the Bible without recourse to the other portion of the Outlines. 
Use the Concordance or Bible Text-Book, under the word Peter. Consult 
the Bible Dictionary. Reduce such answers to writing. Then compare 
your own answers with the Outline. These questions can all be answered 
from the accounts in the Gospels and Acts i.-xii. 

1. Why should we take up the study of Peter first f 

2. Collect the facts of his life before he was brought to 
Christ. 

3. Also the facts concerning his calling by Christ. 

4. Narrate the facts of his companying with Jesus. 

5. Give Peter's actions during the last Passover. 

I. Peter's Preparation. 

1. His father was Jonas (Matt. xvi. 17; John i. 42; xxi. 
16). His birthplace, Bethsaida, was a village on the coast 
of Lake Gennesaret (John i. 44). He was the brother of 
Andrew (Matt. x. 2; John i. 41). Simon possessed a home 
in Capernaum (Matt. viii. 14; Luke iv. 38), where his wife 
dwelt. Both he and Andrew were fishermen (Matt. iv. 18; 
Mark i. 16; Luke v. 2). 

2. Simon, who had been a disciple of John the Baptist, 
was first introduced to Christ by Andrew. Jesus at his first 
interview surnamed him Cephas, or Peter (John i. 41, 42). 
As the word literally means a "stone," this new name, given 
by the Searcher of hearts, described the strength and resolute 
boldness of Simon's natural character, and foretold the spir- 
itual strength and courage which afterward should be his, 



THE APOSTLE PETER. 15 

and which should be a rock-foundation for the Church. 
There can be little doubt that Peter was one of the disciples 
who attended Jesus during the early Judean ministry down 
to Christ's arrival in Galilee (John ii. 2, 12, 17; iii. 22; iv. 
2, 8, 33). When Jesus entered on his Galilean ministry 
Peter and the others returned to their occupation as fisher- 
men. From this Jesus called Peter (with Andrew, James 
and John), first to be his constant companion and witness 
(Matt. iv. 15-22; Mark i. 16-20; Luke v. 1-11), and 
afterward to be an apostle (Matt. x. 2-4; Mark iii. 13-19; 
Luke vi. 12-19). In the four lists of the names of the 
apostles Peter always is mentioned first (Matt. x. 2 ; Mark 
iii. 16; Luke vi. 14; Acts i. 13). From that time Peter is 
not only a devoted follower, a chosen apostle of Christ, but 
the Leader of the Apostles (Matt. xvi. 16, 18, 19; xvii. 
24; Acts i. 15; ii. 14; viii. 14; x. 5). 

3. The incidents in his companying with Jesus between 
his call and the arrival in Bethany, March 30, A. D. 30, are 
briefly these : 

(1) Peter's failure to walk on the sea, which taught him 
his own weakness (Matt. xiv. 28-30). 

(2) His clear confession of the Messiahship of Jesus at 
Capernaum (John vi. 67-69). 

(3) His still nobler confession at Csesarea Philippi (Matt, 
xvi. 13-20; Mark viii. 27-30; Luke ix. 18-22). 

(4) His affectionate but rash resistance of Christ's predic- 
tion of the cross, and his own sharp rebuke (Matt. xvi. 21- 
23 ; Mark viii. 32, 33). 

(5) Finds the stater in the fish's mouth (Matt. xvii. 24- 
27). 

(6) The intimate friendship of Jesus, which Peter shared 
with John and James, at the raising of Jairus' daughter 
(Mark v. 22-43; Luke viii. 41-56); at the Transfiguration 



M WESTMINSTER NORMAL OUTLINES, 

on Mount Hermon (Matt xvii. 1-9: Mark ix. 2-10; Luke 
ix. 28-36); and during the agony in Gethsemane (Matt xxvi. 
36-46; Mark xiv. 32-41 ; Luke xxii. 3P-46\ 

4. The conduct of Peter during the period of the last 
Passover shows that with his devotion to his Master there 
yet mingled a boasting self-reliance and a yielding to sudden 
temptation. With John, Peter prepared the Passover (Luke 
xxii. 8-13). At the table Peter at first refused to allow 
Jesus to wash his feet, then went to the other extreme (John 
xiii. 8, etc.). He confidently boasted that all others might 
forsake Jesus, yet would not he, though he should die with 
his Lord (Matt xxvi. 35; John xiii. 37, 38). In his own 
strength he attempted to defend Jesus with his sword (John 
xviii. 10, 11). He followed afar off (Matt. xxvi. 58). He 
thrice denied his Lord during the trial (Matt. xxvi. 31-35, 
69-74). When Jesus turned and looked on him Peter went 
out and wept bitterly (Matt. xxvi. 75 ; Mark xiv. 72 ; Luke 
xxii. 61). 

5. With John he ran to the sepulchre on the resurrection 
morning (John xx. 3-10). The Lord appeared unto Peter 
before the other apostles (Luke xxiv. 34; 1 Cor. xv. 5). 
He was restored to the apostolic office at the Sea of Tiberias 
(John xxi. 1-22), where he also received a prediction of his 
destiny. 

All these Expeeiexces of Petee weee Oteeelled 
by God as a Divine Teaixixg foe his gee at "\Voek. 

Test-Problems. 

1. What are the three interpretations of Matt. xvi. 18, 19? 

2. Which do you regard as the true one ? Give your reasons. 

3. What events in Peter's life before Pentecost are omitted in the above 
account ? 



PETER'S WORK. 17 



LESSON III. 

Questions for Independent Study. 

Note 1.— Consult Acts i., xii. ; also Acts xiii., xiv., xv. ; Gal. ii. 1-14; 
1 Cor. ix. 5. 

Note 2. — Read some of the standard works on the apostle Peter, as the 
Planting and Training of the Christian Church, by Neander ; Smith's Bible 
Dictionary ; Kitto's Biblical Cyclopaedia; The Apostle Peter, his Life and 
Letters, by the Rev. Samuel G. Green, D. D., London ; Footsteps of St. Peter, 
by the Rev. J. R. McDuff, D. D. ; The Apostle Peter, by the Rev. W. M. 
Taylor, D. D., etc. etc. The Tongue of Fire, by the Rev. William Arthur, 
D. ~D., may also be read with profit. 

Write out answers to the following : 

1. Narrate the facts of Christ's ascension. 

2. Give an account of the election of the successor of 
Judas. 

3. What are your reasons for regarding this action not as 
an error, but as right and authorized ? 

4. Narrate the origin of the feast of Pentecost, its mean- 
ing, its manner of being kept, and the events connected with 
the great outpouring of the Spirit. 

5. Mention some considerations showing the importance 
of this outpouring. 

6. What is the true meaning of the words, " Spake with 
other tongues as the Spirit gave them utterance " ? 

7. What is the true meaning of " had all things com- 
mon " ? 

8. Give an analysis of Peter's sermon at Pentecost. 

9. Narrate the facts connected with the healing of the lame 
man, Peter's preaching and his first imprisonment. 

10. Narrate the first act of discipline in the Church. Acts 
v. 1-16. 

2* B 



18 WESTMJNSTEB NORMAL OUTLINES. 



PETER'S WORK. 

In the first twelve chapters of the Acts, Simon Peter stands forth 
as the chief leader of the Church of Christ. Chrysostom says 
(Horn. LIV.), "Peter, the mouth of the Apostles, the Corypheus 
of the apostolic choir." 

I. Before Pentecost Peter led in the Election of 
the Successor of Judas. Acts i. 13-26. 

1. This was a part of the necessary preparation for the 
founding of the Church and. the outpouring of the Holy- 
Spirit. The other part of the preparation mentioned in this 
chapter is the ascension of Jesus, his last commands and 
promises (Acts i. 1-11; also Mark xvi. 19; Luke xxiv. 
49-51). 

2. It will be noticed that Peter's leadership was different 
from anything like a papal primacy. He acts as a first among 
equals, not as an authoritative head of the Church. He sub- 
mits the election to the assembled disciples, in no way influ- 
encing their decision. 

3. That this completion of the college of the apostles w r as 
not an error on the part of Peter and the Church, and that 
the appointment by God of Paul does not prove it to have 
been an error, are clear from the following : 

(1) The twelve apostles had been appointed to represent 
the twelve tribes of Israel. Paul was called as a thirteenth 
with the special commission of being the apostle of the Gen- 
tiles (Acts ix. 15; Rom. xi. 13). 

(2) It is almost impossible that the inspired writer would 
minutely narrate this solemn election, giving Peter's address 
and the accompanying prayer without a word of disapproval, 
if the act had been improper or unauthorized. 



PETER'S WORK. 19 

(3) After this the inspired writers call the apostles " the 
Twelve/' 

II. Peter was the acknowledged Leadek of the 
Disciples when the Holy Spirit was first poured 
out and the Church founded at Pentecost. 

1. For the origin, significance and manner of observance 
of Pentecost see Lev. xxiii. 15-21; Deut. xvi. 9-12; also 
Westminster Bible Dictionary ; also Smith's or Kitto's. 

Question. Why was the Spirit given on the day of Pente- 
cost? Answer (1). Great numbers were then present at Je- 
rusalem from all parts of the world. Thus witnesses were 
secured from the whole world. 

(2) The conversions at Pentecost were like the ingathering 
of the harvest. 

(3) The Law had been given at Pentecost, so the Holy 
Ghost gives the new revelation at Pentecost. 

(4) The whole world was historically ready, and the apos- 
tles had been prepared by humiliation, suffering and waiting. 

2. The central fact of Pentecost is, that the Holy Spirit was 
poured forth upon the disciples without distinction of age, 
sex or rank (Acts ii. 1-4). The Spirit had been given be- 
fore, but never as now completely, immediately (without in- 
tervention of means) and to all men. Hence an eminent 
lecturer on apostolic history says:* " This event is co-ordinate 
in dignity and importance with the incarnation of the Son 
of God. That was for sacrifice — this, to unite to Christ; 
that, God becoming man — this, God dwelling in man ; that, 
for justification and government — this, for sanctification and 
eternal life. The Trinity under the Old Testament was ob- 
scurely revealed ; now the Holy Spirit is set forth as one 
with, but distinct from, the Father." 

* Kev. C. Wistar Hodge, D. D. 



20 WESTMINSTER NORMAL OUTLINES. 

3. To the question, What was the gift of tongues? two 

answers have been given. 

(1) Neander, Meyer, etc. say that it was only ecstatic or ele- 
vated speech in praise of God. 

(2) The old and better answer is, that it was the gift of 
power to speak in languages before unknown to the speaker. 
This seems to be the plain, obvious meaning of the inspired 
writers, both here and in 1 Cor. xiv. (See Hodge.) 

4. Peter's sermon. This is the first proclamation of the 
complete gospel. 

(1) After requesting attention Peter declares that the occur- 
rences of Pentecost are the fulfilment of JoeVs iproiphecy; there- 
fore they were the completion of the Old Testament (Acts 
ii. 16-21). 

(2) That Jesus of Nazareth, whom they had slain, had 
been raised up, according to David's prophecy (Acts ii. 22- 
32). 

(3) That this Jesus, risen, exalted as Messiah and Sa- 
viour, had shed forth the Holy Spirit (Acts ii. 33- 
36). 

5. The effect of this sermon and of the after exhortations 
was the conversion of three thousand souls, w r ho were added 
unto the Church by baptism. 

(1) This established the Church firmly at the outset. The 
converts were also harbingers of the vast number added to 
Christ afterward. They were the Pentecost ingathering. 

(2) The term "Church" is here first given to the assembly 
of Christians. The term occurs in Matthew, but only in an- 
ticipation (Matt. xvi. 18; xviii. 17). 

The word ecclesia was borrowed from the Athenian assem- 
bly of citizens. It is used in the Septuagint for the whole 
body of the people, and sometimes for the synagogue. 

(3) These were the first Christian baptisms. 



PETER'S WORK. 21 

6. The condition of the primitive Church at Jerusalem. 

(1) While continuing to join in the temple-worship, the 
disciples had separate meetings for instruction and worship 
(Acts ii. 46). 

(2) We do not understand Acts ii. 44, 45 to mean that 
there was a literal "community of goods/' but such a man- 
ifestation of Christian love as led to a practical supply of all 
the needy. 

III. Peter was Honored with John in Suffering in 

the First Persecution (Acts iii., iv.). 

IV. Peter Cleansed the Church from its First Cor- 

ruption (Acts v. 1-11). 

V. Peter was the most Prominent Sufferer in the 

Second Persecution (Acts v. 17-42). 



LESSON IV. 
Questions for Independent Study. 

Note. — For sources of information see Lesson III. 

1. What was the relation of the Samaritans to the Jews? 

2. How T was Samaria first evangelized ? and what was the 
work of Peter and John there ? 

3. Give an account of Peter's miracles at Lydda and 
Joppa. 

4. Who was the first heathen admitted without circumcis- 
ion to the Christian Church? Was it the Ethiopian eunuch, 
the Samaritan converts, or Cornelius ? 

5. Why are the conversion and baptism of Cornelius nar- 
rated so particularly ? 



'2'2 WESTMINSTER NORMAL OUTLINES 

6. Picture the imprisonment and release of Peter ( Acts xii.). 

7. Where and when did Peter first meet Paul (Acts ix.)? 

8. What remarkable conference between these two apostles 
took place a. d. 50 (Gal. ii. 1-10) ? 

9. Describe the Council at Jerusalem (Acts xv\). 

10. Narrate the facts of Peter's error at Antioch. 

11. What evidence is there that Peter labored as a mis- 
sionary apostle ? 

12. What was the field of Peter's later labors? 

PETER'S WORK, 

I. With John, Peter visited Samaria, and gave the apostolic 

sanction to the work among the Samaritans (Acts viii. 
14-25). 

1. It will be remembered that the evangelization of Sa- 
maria had been commenced by Philip before this visit of 
Peter and John. 

2. The Samaritans were heathen in the eyes of the Jews. 
They were not admitted to the temple- worship. But they 
had the Pentateuch, they worshiped the true God, and they 
were looking for the Messiah (John iv. 25) ; Christ had also 
been among them, and many had believed on him then. 

3. The visit of Peter and John was the official recognition 
by the apostles of the labors of Philip in Samaria. It was 
the Saviour's command that, next after Judea, Samaria should 
hear the gospel (Acts i. 8). 

4. Peter's rebuke of Simon Magus is the first encounter 
of Christianity with heathen philosophy and magic. 

II. Peter's healing of Eneas at Lydda, and his raising to life 

of Dorcas at Joppa, are incidents in a short period of 
peace enjoyed by the Church, a. p. 37-40 (Acts ix. 31 
-43,. 



PETER'S WORK. 28 

III. Peter received a command from God to preach the gos- 

pel to Cornelius, and thus God opened the door of the 
Church to the Gentiles and prepared the way for mis- 
sions among them (Acts x.). 

1. The importance of the conversion of Cornelius appears 
from the fact that it is narrated three times. 

2. The fact that Peter was the man selected to receive the 
Gentile Cornelius made his reception less offensive to the 
Jews, since Peter was the recognized leader of the strict Jew- 
ish Christians. 

3. The necessity for a miracle is seen in that nothing less 
than a divine command could induce a Jew to give up his 
exclusiveness. 

4. The effect of the reception and baptism of Cornelius, 
and of the solemn acquiescence in it by most of the Church 
at Jerusalem (Acts xi. 1-18), was to prepare the Church for 
the great movement toward the Gentile world under Paul. 

IV. A. D. 50, at Jerusalem, Peter had a remarkable confer- 

ence with Paul (Gal. ii. 1-10). These two great apos- 
tles had not met for fourteen years. Great changes 
had occurred. 

1. There is a blank of five or six years in Peter's history 
from his escape from prison until this conference. 

2. At this meeting " James, Cephas and John " appear as 
" pillars." 

3. Peter, James and John give the right hand of fellow- 
ship to Paul on this occasion, agreeing that Peter was to be 
recognized as " the apostle of the circumcision " — i. e. of the 
Jews — and Paul as "the apostle of the Gentiles." This agree- 
ment confirmed the distinct apportionment of work between 
the leaders. Yet their fields were not mutually exclusive. 
Peter still labored among Gentiles, and Paul always preached 



W WESTMINSTER NORMAL OUTLINES 

firs! a. Another element in the agreement was that 

Paul should remember the poor. 

V. Immediately after this conference the Council at Jerusalem 

convened, at which Peter spoke (Acts xv. . 

1. The occasion of this assembly was the going down from 
Judea to Antioch ^1 " certain men." '■ false brethren." who 
troubled the brethren who were of the Gentiles, saying. " Ex- 
empt ye be circumcised after the manner of Moses ye con not 
be saved." The question therefore concerned the life of 
Christianity. Must Gentiles become Jews before they can 
become Christians and be saved ? 

2. The two parties may be called (a) judaizing Christians, 
(b spiritual Christians. 

3. The only way to settle the dispute was by appeal to the 
apostles and elders at Jerusalem. 

4. Peter spoke strongly against imposing the Mosaic law 
on Gentile converts. 

5. But James made the decisive speech. 

6. The decision was — apparently unanimous — that a de- 
cree should be sent through Judas and Silas, freeing Gentiles 
from the ceremonial law. but urging them to abstain " from 
meat- offered to idols, and from blood, and from things stran- 
gled, and from fornication." 

VI. During the same year Peter visited Antioch. fell into error 

and was sharply rebuked by Paul iGal. ii. 11-14). 

1. The error was. that whereas Peter had frankly and 
heartily carried out the decree of the Jerusalem Council 
when he first came to Antioch. had not only worshiped 
with Gentile Christians, but " did eat with them, 7 ' when 
u certain came from James " and criticised his conduct, ;; he 
withdrew and separated himself." 



PETER'S WORK. 25 

2. Paul rebuked Peter before them all, basing his protest 
on the ground that we are justified by faith in Jesus Christ. 

3. We know not how Peter received the rebuke, but we 
know he refers to his faithful mentor long afterward as "our 
beloved brother Paul/' and Paul mentions Peter in terms of 
highest honor. 

VII. Paul incidentally gives us a glimpse of the apostle Peter 

as a traveling missionary accompanied by his wife (1 

Cor. ix. 5). 

VIII. Many have inferred from the address of Peter's first 

Epistle, " Pontus, Galatia, Cappadocia, Asia and Bi- 
thynia," that Peter had preached in these countries. 
This is uncertain. 

It has also been inferred from 1 Cor. i. 12 that Peter was 
associated in labor with Paul and Apollos at Corinth. Clem- 
ent of Rome and Dionysius, bishop of Corinth, A. D. 180, 
confirm this view. 

IX. From the fact that Peter's first Epistle is dated from Bab- 

ylon many have concluded that Peter's last apostolic 
head -quarters were in the Capital on the banks of the 
Euphrates. 



LESSON V. 



Questions for Independent Study. 

Note. — Consult authorities previously recommended on Peter and his 
Epistles. 

1. Carefully read both the letters of Peter, without atten- 
tion to the divisions into chapters and verses. 

2. What country is meant by "Asia" in 1 Peter i. 1 ? 



-0 WESTMINSTER NORMA L 0V TUNES. 

3. How may we rix the approximate date of the first 
Epistle ? 

4. Whence was it written ? 

5. What arguments have been urged against the authen- 
ticity of the second Epistle? 

(3. Give reasons why we accept it as authentic. 

7. Give the design and divisions of each Epistle. 

8. Sketch the prominent traits of Peter's character— (1) be- 
fore Pentecost, (2) after Pentecost. 

9. What were the particular doctrines taught by Peter? 

THE LETTERS, CHARACTER AND DOCTRINES OF 
PETER. 

I. The First Epistle of Peter. 

1 . Its right to be received as part of the inspired Scrip- 
ture, or its canonicity, is universally admitted. 

2. Its address. It is not directed to a particular church, 
but to all the churches in Pontus, Galatia, Cappadocia, Asia 
and Bithynia, hence called general. It was primarily sent 
to Jewish Christians, but not to the exclusion of Gentile 
Christians. 

3. Date. Uncertain ; probably before a. d. 70, and later 
than some of Paul's Epistles. 

4. Design. (1) To comfort and strengthen Christians 
under persecution. (2) To instruct them in practical and 
spiritual duties — e. g. obedience to civil authorities, etc. 
(3) To warn them against temptations peculiar to their 
place and time — e. g. heathen practices, etc. (4) To con- 
firm their faith in the gospel which they had received. 

5. Divisions. 

(a) An exhortation to steadfastness and to becoming be- 
havior under persecution (chap, i.-ii. 10). 



LETTERS, CHARACTER, ETC OF PETER. 27 

(6) Admonitions to holy conduct (chap. ii. 11-iii. 13). 

(c) Patience and holiness enforced by the example of Christ 
(chap. iii. 14-iv. 19). 

(d) Becoming behavior of ministers and people, and con- 
cluding salutations (chap. v.). 

II. The Second Epistle. 

1. Its canonicity has been the subject of much dispute, but 
it is now generally received as canonical by scholars. 

(1) External evidence, (a) It is recognized by some of 
the earliest Fathers. (6) It is contained in most of the 
early versions and is found in the oldest manuscripts. 

(2) Internal evidence, (a) Its author writes in a man- 
ner for which it is impossible to account if the Epistle is a 
forgery. (6) All the differences between this and the first 
Epistle are easily explained by the difference of plan. 

2. Its address to all believers is more general than that of 
the first. 

3. Its Date is just before Peter's death (i. 14). 

4. Its Design is (a) To warn against false teachers in the 
Church ; (b) to destroy their influence by authoritative de- 
nunciation. 

5. Divisions. 

(1) Salutation and exhortation (chap. i.). 

(2) Warnings against false teachers and scoffers (chaps, ii. 
and iii.). 

III. Peter's Character. 
1. Before Pentecost. 

(1) He was a man of " simplicity and godly sincerity/' 
without cunning or finesse, frank and outspoken (Luke v. 
1-1 1; John vi. 67-69; Luke ix. 18-22). His candor and 
outspokenness were joined with a naturally impulsive, fiery 



28 WESTMINSTER NORMAL OUTLINES. 

temperament, and sometimes degenerated into sinful, foolish 
impetuosity in speaking — e.g. his rash rebuVe of Christ 
(Matt. xvi. 21-23), his words when "he wist not what he 
said M (Matt, xvii. 1-6). So near is a man's fault to his ex- 
cellence. 

(2) Peter was promptly practical. While others hesitated 
lie acted. This quick resoluteness and promptitude made 
Peter the leader of the apostles. This very excellence some- 
times degenerated into impulsiveness and rash precipitancy — 
e.g. Matt, xiv. 28-31; John xviii. 10, 11. 

(3) Peter was a man of undoubted courage. Sometimes 
this was swept away by a sudden panic — e. g. his denials of 
his Lord. But his cowardice was only a sudden fall, from 
which he as suddenly recovered. 

(4) One of the striking traits in Peter's character was his 
enthusiasm. He always did with his might what his hand 
found to do. He gave his whole heart to his work. This 
enthusiasm appears in his forsaking all for Christ, in his con- 
fessions, in his desiring to walk on the sea, at the Last Sup- 
per, and in his running to the sepulchre. 

2. After Pentecost. 

Peter's fall and restoration, the scenes of the crucifixion, 
resurrection and ascension, combined to make a deep impres- 
sion on him. When the baptism of the Spirit came upon 
him at Pentecost it brought a thorough transformation. 

(1) His rashness gives way before a sober dignity and 
teadfast self-control (see Acts ii. 14-40; iii. 12-26; iv. 8- 

12; v. 1-42; viii. 14-25; xv. 7-11). 

(2) His alternations of bravery and cowardice are dis- 
placed by a courage that never wavers (Acts ii. 22, 23 ; iv. 
13; v. 29-41). 

(3) Peter's enthusiasm remains the same, but it is tem- 
pered with the prudence and sagacity of a great leader. Hi* 



LETTERS, CHARACTER, ETC. OF PETER. 29 

love for his Master is not henceforth the love "in word or 
tongue," manifesting itself in protestations of attachment, but 
love which shows itself in active labor and much-enduring 
patience for Christ. Peter's humility after Pentecost is as 
great as his self-confidence had been before (see the refer- 
ences under the preceding points ; also see the first Epistle 
of Peter). When the Holy Ghost came upon him he re- 
ceived " power and love and a sound mind." Peter's under- 
standing was opened to understand the Scriptures. 

IV. Peter's Doctrines. 

Note 1. — With the entire Bible in our hand, with the development of 
revealed truth, and with the results of the study of the Bible for eighteen 
hundred years, it is difficult for us to put ourselves in Peter's place or to 
form an exact idea of his doctrinal views. Before Pentecost, Peter and the 
eleven were merely Jews in their thinking. Christ had taught them, but 
to them Christ's discourses were little more than a continuation of the 
Old Testament teaching. Hence the apostles missed much of Christ's 
meaning. 

After Pentecost they had a fuller understanding of the Old Testament 
and of Christ's teaching, but they knew not all. They had not grasped a 
developed system of Christian doctrine.. Precisely what Peter held and 
taught, especially as distinguished from what James, John and Paul held 
and taught, constitutes the doctrines of Peter. 

Note 2. — Our sources of information as to Peter's doctrines are — (1) his 
discourses in the early chapters of the Acts, and (2) his two Epistles. 

1. Peter's Prominent Doctrine is that Christ is 
the Messiah promised in Old Testament Proph- 
ecy (Acts ii.; iii. 18; iv. 11; x. 43; 1 Pet. i. 10, 20, 25; 
ii. 6, 22, 23; 2 Pet. i. 19). He constantly proves that Christ 
is the expected Messiah, and in so doing presents Christ in 
his life and working. He speaks only incidentally of the per- 
son of Christ or of his relation to the Father. 

Some therefore have said that Peter does not teach Christ's 
divinity — that he dwells exclusively on his humanity. The 
answer to this is : 

3* 



SO WESTMINSTER NORMAL OUTLINES. 

(1) Peter's aim to prove the Messiahship of Jesus did not 
lead him to such explicit teaching of the doctrine of Christ's 
person as we rind in the writings of Paul. 

(2) He distinctly says that Jesus is both Lord and Messiah 
/ (Acts ii. 36 ; x. 36). 

(3) He ascribes the works and titles of God to Christ, and 
makes him the object of worship (Acts. ii. 33); the giving 
of the Holy Ghost (Acts ii. 33) ; the working of miracles 
(Acts iii. 16) ; saving from sin (x. 43) ; the " Prince of life " 
(Acts iii. 15); " salvation in none other" (iv. 12); he alone 
can "give repentance and remission of sins" (Acts v. 31); 
his death is an actual atonement for sin (1 Pet. ii. 24). 

2. Peter's Second Doctrine follows from the 
First: viz. Christianity is developed Judaism, or the 
Old Testament Religion fulfilled and developed. 
The two dispensations, the Mosaic and the Christian, are 
one. All believers are now one through Christ the Israel 
of God (1 Pet. ii. 5-9). 

3. Peter makes prominent the Doctrine of the 
Second Advent. All that Christians have now is only a 
foretaste of future glory. " We are begotten unto a lively 
hope" (1 Pet. i. 3-5; 2 Pet. i. 11; iii. 8-14; Acts iii. 21). 
Peter is therefore often called " the apostle of hope," but this 
must be understood in a guarded sense. 



LESSON VI. 
Questions for Independent Study. 

Note. — For list of authorities see Lesson III. 

1. What are the four elements in the papal view of Peter's 
primacy ? 



THE PRIMACY OF PETER. 31 

2. What twelve reasons may be given rejecting this claim 
of the Romanists ? 

3. What is the true view of Peter's leadership ? 

4. What was Peter's mission, or specific and divinely-ap- 
pointed work, in the early Church ? 

THE PRIMACY OF PETER. 

I. The Papal Tradition. 

1. Romanists hold that Christ constituted Peter the pri- 
mate of the apostles — that Christ invested him with supreme 
authority, not only over the Church, but over the other apos- 
tles. They cite in proof of this Matt. xvi. 18: "Thou art 
Peter, and on this rock I will build my Church ; " and verse 
19: "Unto thee will I give the keys of the kingdom of 
heaven." 

2. They claim that soon after his release from imprison- 
ment (Acts xii.) Peter went to Rome and founded the church 
there. For the truth of this they cite the testimony of Ire- 
nseus (end of the second century), Eusebius (a. d. 325), 
Jerome (a. d. 394). 

3. They claim, on the authority of the two last named, 
that Peter as supreme bishop " there held the sacerdotal 
chair five-and-twenty years, up to the last — that is, the four- 
teenth — year of Nero, by w T hom he was crowned with martyr- 
dom." 

4. That the pope of Rome succeeds to all the authority of 
Peter, and is therefore the vicegerent of Christ. 

II. Examination of this Tradition. 

1. Whatever power was conferred on Peter was conferred on 
all the apostles (Matt, xviii. 18; John xx. 23; Eph. ii. 20; 
Rev. xxi. 14). 

2. Not one word is there in Scripture of Peter's ever exer- 
cising this supposed authority. 



S3 WESTMINSTER NORMAL OUTLINES. 

3. Ho submitted to the authority of others (Acts viii. 14), 
and even to public rebuke (GaL ii. 11-14). 

4. No word of Scripture teaches that the apostles had any 
successors. 

5. If this tradition Avere correct, Peter must have attended 
the Jerusalem Council as bishop of Rome. No word of 
Scripture proves this. 

6. Peter was " the apostle of the circumcision ;" Paul, not 
Peter, was " the apostle of the Gentiles." 

7. We know that after his release from prison Peter 
went to Antioch, not to Rome (Gal. ii. 11). 

i 8. Paul, writing to the Romans, does not mention Peter. 

9. The account of PauFs reception in Rome (Acts xxviii. 
17-29) is utterly inconsistent with this tradition. 

10. Paul writes several letters from Rome, speaks of his 
loneliness (2 Tim. iv. 11), and does not mention Peter. Dur- 
ing the twenty -five years in which Peter is said to have been 
in Rome he writes no letter, so far as is known. 

11. Paul writes of Peter as a missionary, not as the pri- 
mate of Rome (1 Cor. ix. 5). 

12. Peter writes a letter from Babylon, not from Rome. 
An impartial research into all these traditions leads us to 

these conclusions : 

1. Peter did not found the Church at Rome. 

2. Peter probably came to Rome near the close of his life. 

3. At Rome, Peter suffered martyrdom by crucifixion. But 
there is no warrant for supposing that he was crucified with 
his head downward. 

III. The Scriptural View of Peter's Leadership. 

By this we mean his special position among Christian work- 
ers or his distinct mission in the early Church. 



THE PRIMACY OF PETER. 33 

1. He was the first herald of Christ's gospel. He made the 
first public proclamation to the world of salvation through a 
crucified Jesus. Peter took the initiative in planting the 
early Church. 

2. He, first of all the apostles, preached the gospel to a Gen- 
tile and received a converted heathen into the Church. 

3. But his special commission, we learn from his career and 
from Gal. ii. 1-11, was to be the apostle of the circumcision. 
In the apportionment of work Peter was especially to preach 
the gospel to the Jews. He was to surmount the prejudices of 
Judaism. He was to be the bridge spanning the gulf between 
the old dispensation, with its ceremonial law, and the free 
gospel, which brought perfect liberty from that law. 

4. The wisdom of God is seen in his choosing Peter, a stal- 
wart Jew, who, notwithstanding his heavenly vision and his 
acknowledged principles, was conservative in relation to the 
Law, to preach to Jews. And the divine wisdom is seen in 
God's gradually developing, as men could bear it, the doc- 
trine that the ceremonial law was fulfilled and done away 
with in Christ. 

Peter's mission of practically demonstrating the essential 
identity of the old and new covenants must be performed 
before Paul's mission of breaking down the middle wall of 
partition between Jew and Gentile is practicable. 



34 



WESTMINSTER NORMAL OUTLINES. 



LESSON VII. 

OUTLINE REVIEW OF PETER'S LIFE AND LETTERS. 



A.D. 


Periods. Places. 


Events. 


Doctrines. 




Bethsaida. 


Birth. 






I. River Jordan. 


Conversion, John i. 






Preparatory. Capernaum. 


Residence. 






Sea of Galilee. 


Walks on the Sea. 






From his birth Csesarea Philippi. 


Confesses Christ's 






to Pentecost. ; 


Messiahship. 




Mav 29 


Jerusalem. 


Three Denials and 




30 




Repentance. 




30 


Jerusalem. 


Sermon at Pente- 


I. 








cost. 


Jesus Christ is the 








1st Imprisonment, 


Messiah promised 




n. 




Acts iv. 3. 


in the Old Testa- 




Leadership at 




2d Imprisonment, 


ment. 




Jerusalem. 




Acts v. 18. 
Punishes Ananias 


II. 

Christianity is the 




From Pentecost 




and Sapphira. 


Old Testament re- 




to Departure 


Samaria. 


Rebukes Simon Ma- 


ligion fulfilled and 




from Jerusalem, 




gus. 


developed. 




Acts xii. 17. 


Lydda. 


Heals Eneas. 


III. 






Joppa. 


Raises Dorcas. 


Christ will come 






Csesarea. 


Baptizes Cornelius. 


again in glory. Pe- 






Jerusalem. 


3d Imprisonment, 


ter is called " the 


44 






and Release. 


Apostle of Hope." 


50 


III. 
Later Labors. 


Jerusalem. 


Speaks at the Coun- 
cil. 


Epistles. 






Antioch. 


Rebuked by Paul. 


1st Epistle (a.d. 65). 




From Depart- 


Babylon. 


Labors as Mission- 






ure from Jerusa- 




ary, 1 Cor. ix. 5. 






lem to Martyr- 


Borne. 


Crucified under Ne- 




68 


dom. 




ro. 


2d Epistle (a.d. 68). 



LESSON VIII. 

PAUL'S LIFE AND LETTERS. 
Sft i dent 9 8 Person a I Research. 

Let the student exert his own powers in independent effort in studying 
St. Paul. Let him consult the sources of information for himself, and write 
out the answers. Sources of information: 



PREPARATION OF THE WORK EOR PAUL. 35 

(1) Acts i.-xii. (for preparation for Paul's work); (2) Helps in books: 
Conybeare and Howson's Life and Epistles of St. Paul; SchafFs Apostolic 
History; Life and Epistles of St. Paul, by M. Lewin (illustrated] ; Life and 
Work of St. Paid, by F. W. Farrar; The Commentaries on Acts — e. g. Al- 
exander's, Lange's, Alford's; Smith's, or Westminster Bible Dictionary ; and 
especially the Planting and Training of the Christian Church, by Neander. 

1. What relation had the events of history before Christ 
to the spread of the gospel? 

2. How had the dispersion of the Jews prepared the na- 
tions for the preaching of the gospel by Paul ? 

3. How had the diffusion of the Greek language done the 
same? 

4. How had the conquests and dominion of the great em- 
pires, Chaldean, Persian, Greek and Roman, accomplished 
the same result? 

5. How had the decay of pagan religions done the same? 

6. How did the world-peace aid the progress of the 
gospel ? 

PREPARATION OF THE WORK FOR PAUL 

I. The Preparation of the Gentile World for 
Paul's Work. 

All that was said ( Westminster Normal Outlines, Junior 
Course, p. 45) of the preparation of the world for Christ's 
advent is equally true of the preparation of the world for 
Paul's work. Christ was sent forth w T hen " the fullness of 
time was come ;" Paul, who preached Christ to the Gen- 
tiles, was sent forth also "when the fullness of time was 
come." 

1. The dispersion of the Jews "among all people, from one 
end of the earth even to the other," had 

(1) Disseminated the knowledge of the true God and som^ 
ideas of true religion. 



WESTMINSTER NORMAL OUTLINES 

'2 Led multitudes of men, and still more of women, 
among the more intelligent and moral Gentiles, to become 
partial proselytes to Judaism. 

Established synagogues everywhere, which were cen- 
tres of monotheistic influence, and which to Paul and his fel- 
low-laborers became preaching-stations, providing both a 
place and a congregation for the word. 

2. The conquests of the Egyptian, Chaldean, Persian 'and 
Grecian empires had broken down the barriers between the 
nations, which would have been insuperable obstacles to the 
preaching of a new religion. The final conquest of the world 
by Rome under Augustus had brought all the world under 
one law and government. 

(a) This centralization of the world under the Roman 
empire held together the heterogeneous nations for the proc- 
lamation of the gospel. 

(b) The means of traveling were furnished by the labors 
of Roman armies. 

(c) Roman law threw its shield over the missionary (Acts 
xvi. 37-39; xviii. 14-17; xxii. 25; xxv. 12; xxvii. lj. 

See Conybeare and Howson's Life and Epistles of St. Paul, 
chap. i. : "When all parts of the civilized world were bound 
together in one empire, when one common organization per- 
vaded the whole, when channels of communication were every- 
where opened, when new facilities of travel were provided, — 
then was the fullness of time (Gal. iv. 4), then Messiah came. 
The Greek language had been already prepared as a medium 
for preserving and transmitting the doctrine; the Roman gov- 
ernment was now prepared to help the progress even of that 
religion which it persecuted." 

3. The diffusion of the Greek language and literature fur- 
nished means of communicating the gospel to all nations. It 
likewise brought the intelligent classes of the world nearer 



PREPARATION OF THE WORK FOR PAUL. 37 

together, and made them listen to the gospel spoken and 
written in Greek for all. 

4. The decay of heathen religions, and the failure of hu- 
man philosophy to satisfy man's soul, forced mankind to long 
for the true religion. Suetonius in his Life of Vespasian, 
chap, iv., speaks of the Oriental tradition, widely circulated, 
of a great deliverer to arise out of Palestine. The world de- 
spaired of salvation from soothsayers or priests. 

5. This was a time of universal peace. 

" No war nor battle's sound 
Was heard the world around." 

This quiet from war was favorable to the success of the 
messengers of the Prince of peace. 

We do not mean that the heathen desired Christ's gospel. 
Though forced to feel the need of it, they yet hated and op- 
posed it. We mean that for four thousand years God had 
been preparing the nations for the reception of his gospel, 
and that the hand of God is seen in all history, making 
ready the world for the missionaries of Christ headed by 
Paul. 



LESSON IX. 



Student's Personal Research. 

1. How had the events of Pentecost prepared the Church 
for carrying the gospel to the Gentiles? 

2. How had the work of Stephen done the same ? 

3. Show that the persecution and scattering of the Church 
after Stephen's death had the same tendency. 

4. Show the same of the conversion of the Samaritans 
(Acts viii.). 



WESTMINSTER NORMAL OUTLINES. 

5, The same of the conversion of the eunnch and of Cor- 
nelias. 

6. Also show how the work at Antioch affected the Church 
(Acts xi. 19-30). 

Note. — For sources of information see Lesson VII. 

PREPARATION OF THE WORK FOR PAUL (Concluded). 
I. The Preparation of the Church for Paul's Work. 

In spite of the fact that onr Saviour always spoke of his 
salvation as designed for all the world, and had given as his 
last command, " Go ye into all the world and preach the gos- 
pel to every creature," the Church was only gradually and 
with great difficulty brought up to the fulfillment of its great 
commission. Paul was the chosen apostle of the Gentiles. 
He was to lead in this great missionary work. Consequently 
the events that prepared the. Church for the wider diffusion 
of the gospel prepared it for Paul's work. 

The first twelve chapters of the Acts, which narrate the 
planting and training of the Church at Jerusalem under 
Peter, contain also the providential and gracious education 
of the Church for Paul's work. 

1. The outpouring of the Spirit at Pentecost, the gift of 
tongues and Peter's sermon (Acts ii. 17, 21-39), were lessons 
on the truth that Christ and his salvation were for all, Gen- 
tiles as well as Jews. The Church learned these lessons, but 
supposed that Gentiles must first become Jews. 

2. The preaching of Stephen was a step in advance. 

The first step toward the position which, through Paul, 
the Church subsequently held, was taken by Stephen, a 
Hellenist deacon. Note the accusation against him (Acts 
(vi. 11, 13, 14). It was an exaggeration of the truth. His 
defence confirms this. He abruptly ended his argument (vii. 
53), but its drift was to show from Hebrew history (1) th- 



PREPARATION OF THE WORK FOR PAUL. 39 

changes through which the Church had passed, although 
preserving its unity ; and (2), mingled with the former, the 
sinful opposition which the people all along had shown to 
God's progressive purpose with them. The inference was, 
Christ has introduced the last change. How far he saw the 
result of his argument we cannot say. 

3. The dispersion of the disciples from Jerusalem which 
followed Stephen's preaching and martyrdom spread the gos- 
pel "everywhere" (chap. viii. 4). 

Probably even before this Christian converts had preached 
the gospel out of Jerusalem, but on no large scale. This 
dispersion effected what otherwise probably would have 
been long delayed, or would have rendered a special revela- 
tion for the purpose necessary. God's Spirit and providence 
moved together, interpreting each other. 

4. Philip's preaching at Samaria and its results, and the 
apostolic visit of Peter and John, authenticating the w r ork 
by the Holy Ghost, were further steps (Acts viii. 5-17). 

5. The conversion of the eunuch (viii. 26-40) was another 
sign of the approaching ingathering of the Gentiles. 

Whether he was a proselyte of the Jews or not is uncer- 
tain. In either case he is introduced as a foreigner. After 
this Philip preached in the cities along the coast of the Med- 
iterranean (ver. 40). 

6. The most decisive step toward the spread of Christian- 
ity as a religion for the world was taken in the mission of 
Peter to Cornelius, and the reception into the Church of this 
converted yet uneircumcised heathen (Acts x.). 

Whether this was before or after Paul's conversion is un- 
certain. ("Then," of ix. 31 is not a particle of time.) In 
either case it was a declaration to the Jewish-Christian 
Church to receive Gentiles without circumcision. It was de- 
clared through Peter, the head of the Church and a strict 



40 WESTMINSTER NORMAL OUTLINES. 

Jew. Ho himself only believed it possible on the positive 
assurance of Christ and the Holv Ghost (vers. 15, 19, 44, 
49). 

7. The preaching of the gospel to Greeks (not Grecians, 
as onr version has it) at Antioch was another approach to- 
ward the world-wide mission of Paul. 

This is not to be understood as after the conversion of Cor- 
nelius. Verses 19-21 are inserted to introduce what follows. 
They belong to the period immediately after Stephen's death, 
and show that the growth of the gospel and of Christian 
knowledge was not confined to the Jerusalem church. From 
our point of study they become of importance only here. 
They, however, complete the outward preparatory movement. 

As these events occurred the ideas of the disciples widened. 
The original view was that Gentiles were to become Chris- 
tians by becoming also Jews. This gave way before the 
facts of providence. Some only of the Christians, however, 
felt this change; still few T er understood it. 

It was only after the scenes at Pentecost, the preaching and 
martyrdom of Stephen, the providential dispersion of the 
Church, the miraculous overthrow of Jewish prejudice in 
Peter and the Jerusalem church against receiving Gentiles 
into the Church, and the work at Antioch, that the Church 
of Christ was ready for the accomplishment of Paul's work. 
After this the work was ready for the man. 



LESSON X. 

Student's Personal Research. 

Let the student exert his own powers in independent effort in studying 
St. Paul. Let him consult the sources of information for himself, and write 
out the answers. 



THE PREPARATION OF PAUL FOR HIS WORK. 41 

1. Sources of information. See Lesson VIII., also Acts 
xxii. 1-21; xxiii. 6 ; xxiv. 10-21; xxvi. 1-21; 1 Cor. ix. 
1; xv. 8; Gal. i. 17-24. 

2. Questions: 

1. What facts do we know of Paul's life before the mar- 
tyrdom of Stephen — e. g. place of birth, early influences, 
education at Jerusalem ? 

2. Narrate the facts of Paul's persecution of the Church. 

3. Give the incidents connected with Paul's conversion. 
We have traced God's providential preparation of the world 

and of the Church for Paul's mission of making Christian- 
ity a world-religion. We now *corae to the providential and 
spiritual training of Paul for that mission, or — 

THE PREPARATION OF PAUL FOR HIS WORK. 

All the events and circumstances of Paul's life before his 
missionary journeys converge toward his preparation for his 
work. 

1. Paul (his Hebrew name Saul, Acts vii. 58) was born and 
partially educated in " Tarsus, a city in Cilicia" (Acts xxii. 
3), one of the three great centres of ancient learning. Was 
born a Roman citizen (xxii. 28). He was a Hellenist, but 
not a Hellenizer (see Conybeare and Howson, chap. ii.). His 
father was a Pharisee (Acts xxiii. 6 : " I am a Pharisee, the 
son of a Pharisee;" Phil. iii. 5: " of the tribe of Benjamin, 
a Hebrew of the Hebrews, as touching the law, a Pharisee "). 
Though a Jew of the Dispersion, he grew up a zealot for the 
laws and customs of his fathers. As a child he was instruct- 
ed in the Law, as was Timothy, and attended the synagogue 
school. His early residence in a heathen and philosophic 
city (Tarsus) enabled him to preach in Greek as well as He- 
brew, and acquainted him with heathen habits, vices and 
culture. The familiarity with the philosophical notions of 



42 WESTMINSTER NORMAL OUTLINES. 

his hearers which he showed at Athens (Acts xvii.) may be 
traced to his early life at Tarsus. He elsewhere shows his 
knowledge of the Stoical maxims which constituted the best 
morality of his day. 

2. Paul's later education was received at Jerusalem " at the 
feet of Gamaliel." This rabbi was the most eminent Phar- 
isee of his age. He was at once orthodox and broad in his 
intellectual sympathies. The Jews called him " the Beauty 
of the Law." He was one of the seven w T ho alone are 
called by the Jews "rabbans." The Talmud says, "Since 
Rabban Gamaliel died, the glory of the Law has ceased." 
Compare his judicious speech (Acts v. 34-40). 

Under such education Paul grew up a learned Hebrew. 
His speeches and Epistles show his perfect familiarity with 
the Old Testament. Though he naturally acquired much of 
rabbinical learning, he was preserved from the false glosses 
and methods of interpretation of the rabbis. His training 
at Tarsus and his training at Jerusalem united to fit Paul 
for his work. If, in addition, we remember his power of 
reasoning (see Romans), his adaptability to circumstances (1 
Cor. ix. 19, and as illustrated by his speeches), his courage, 
his deep religious sentiment, his enthusiasm, his administra- 
tive ability, we have enough of features to complete the pict- 
ure of a singularly well-chosen man. 

3. Our first glimpse of Paul is as he holds the garments of 
the leading executioners of Stephen (Acts vii. 58). He heard 
Stephen's wonderful speech, saw the wonderful glory of his 
face in the Sanhedrim and heard his dying prayer. After- 
ward these things were powers in Paul's soul.' Many of his 
speeches and expressions were learned then from Stephen 
(Acts xiii. 16-22; xvii. 24, etc.). Augustine said, "The 
Church owes Paul to the prayers of Stephen." His knowl- 
edge of Stephen, of his preaching and his martyrdom, 



THE PREPARATION OF PAUL FOR HIS WORK. 43 

helped to prepare Paul for like exalted work and suffering. 
For the time, however, Paul was the leading persecutor of 
the Church (Acts viii. 3). In this terrible work he saw the 
graces of Christians. 

4. Suddenly and miraculously Paul was changed by a vision 
of the risen Christ. 

(1) We learn the facts from Acts ix. 1-18; xxii. 6-15; 
xxvi. 12-18; 1 Cor. ix. 1; xv. 8; Gal. i. 15, 16. When 
Paul was nearing Damascus on a persecuting commission, 
Christ appeared to his eyes and his soul (Gal. i. 16) in a light 
beyond the brightness of the sun at mid-day, and called him 
by name to be his, to preach his gospel to the Gentiles. Jesus 
commanded him to enter Damascus, and after three days sent 
Ananias to restore him to sight and to baptize him. 

(2) The differences in the three accounts can be readily 
harmonized ; they serve to show the honesty of the testi- 
mony. In Acts xxvi. he shortens the narrative. In xxii. 
by "the voice" he means "the words;" in ix. 7 by "voice" 
he means simply the sound. 

(3) The supernatural method of Paul's conversion pre- 
pared him for his apostolic work in several ways: 1. It en- 
abled him to see the risen Christ, which was a necessary qual- 
ification of an apostle. 2. It gave him knowledge of Christ 
independently of the teachings of man (Gal. i. 1 ; 1 Cor. ix. 
1 ; xv. 8). 3. In his conversion Christ miraculously em- 
phasized and authorized Paul's special mission (Acts ix. 15; 
xxvi. 17, 18). 



44 WESTMINSTEH NORMAL OUTLINES. 

LESSON XI. 
St it dent 9 s Personal Research. 

Note. — For sources of information see previous lessons. 

Write out answers to these questions : 

1. Give an account of Paul's doings for three years suc- 
ceeding his conversion. 

2. Xarrate the incidents of Paul's first visit to Jerusalem 
after his conversion. 

3. What probably were Paul's labors in Syria and Cilicia ? 

4. Recall the first preaching of the gospel at Antioch, and 
narrate Paul's labors there. 

5. How did all these experiences prepare him for his 
work? 

THE PREPARATION OF PAUL FOR HIS WORK (Con- 
cluded). 

5. After his conversion Paul began at once to preach in 
Damascus that Jesus was the Christ (Acts ix. 20-22). He 
then went into Arabia — probably that district of it which 
lay not far south-eastward from Damascus. He there 
remained three years (probably reckoned after the Jewish 
mode, one year and parts of two). He then returned to Da- 
mascus, where he preached until the Jews, aided by the gov- 
ernor of the city (who had been appointed by Aretas, king 
of Arabia, 2 Cor. xi. 32), conspired to assassinate him. But 
the disciples let him down without the wall of Damascus in 
a basket (Acts ix. 22-25). These early preaching efforts of 
Paul fitted him for his future teaching. His sojourn in soli- 
tude in Arabia gave him opportunity to derive bis gospel 
directly from Christ. The narrative shows how little was 
learned by Paul from the other apostles and Judean Chris- 



THE PREPARATION OF PAUL FOR HIS WORK. 45 

tians. He had been a Christian herald with an apostolic 
commission in his hands three years before he had seen one 
of the original apostles. 

6. Paul went up to Jerusalem after these three years to see 
Peter (Acts ix. 26; Gal. i. 18). At first the disciples were 
afraid of him, but he was introduced to Peter and James by 
Barnabas, a Hellenist from Cyprus. In Jerusalem he re- 
mained in close conference with Peter and disputing with 
the Hellenistic Jews fifteen days (Acts ix. 29; Gal. i. 18). 
When the Hellenists went about to slay him, the Lord ap- 
peared to him in the temple and commanded him to leave 
Jerusalem, and said to him, " Depart, for I will send thee 
far hence unto the Gentiles" (Acts xxii. 17-21). 

PauPs intimate fellowship with Peter for a fortnight, his 
rejection by the Hellenists at Jerusalem and the direct com- 
mand of Christ, made still clearer to him what his distinct 
work was to be. 

7. After this Paul had another season of quiet preparation at 
Tarsus, and in the regions of Syria and Cilicia (Acts ix. 30 ; 
Gal. i. 21). 

8. Paul labored with Barnabas an entire year at Antioch. 
From this place they carried up to Jerusalem a contribution 
for the relief of the brethren. 

Note 1. — The first laborers at Antioch were "laymen" driven from Je- 
rusalem by the persecution which arose about Stephen. They preached to 
Greeks (Actsxi. 20). Many of these Gentiles believed. When the church 
at Jerusalem heard of it, they sent Barnabas to examine the work. He 
found that these Gentile converts had " the grace of God," and he immedi- 
ately set out to bring Paul from Tarsus (Acts xi. 22-25). 

Note 2. — Paul's position in this period. 

(1) As to himself. He from the first maintained an independent posi- 
tion, though in harmony with the other apostles. His right to teach, and 
to teach Gentiles, he derived directly from Christ, So he declares in Gal. 
i. To show this he then narrates the history of this period, exhibiting 



W WESTMINSTER NORMAL OUTLINES. 

how little he had to do with the apostles and Judean Christians. This 
fact explains his statement of certain events [e.g. his visit to Arabia) and 
his omission of others. 

'2 As to Christian doctrine, consult Neander's Planting and Training, 
chap. i. pp. 97-103. In proving the Messiahship of Jesus (Acts ix. 22), 
and testifying from personal knowledge to the resurrection, Paul took his 
stand on common apostolic ground. His own mission to the Gentiles was 
the main starting-point in whatever was new in his early conception of the 
_ speL How far he had now advanced toward his later doctrinal position 
we can only conjecture. The facts given above point to a considerable 
advance. Certainly by the end of the period he must have substantially 
understood the distinction between Judaism and Christianity (Acts xi. 
•26 . 

3 As to the existing Church. The disciples at first distrusted him, 
but when the facts concerning his conversion and subsequent conduct were 
known they gladly received him (Acts ix. 21, 25-30; Gal. i. 23, 24). 
There is in this period no trace of hostility to him, except on the part of the 
Jews i Acts ix. 23-29). Though independent of (Acts implies his indepen- 
dence as clearly as Galatians states it), he was in harmony with, the other 
apostles. This is shown by Acts ix. 23-30. The purpose of the narrative 
accounts in turn for Luke's omission of the sojourn in Arabia, and the dif- 
ference in tone between it and Gal. i. The accounts are supplementary to 
each other. 

Paul had not yet entered upon his grand mission. These 
were only the opening guns of the great battle for Christ 
which he was to fight. But they toned him up for the fu- 
ture conflict and work. 

9. Christianity thereafter had a second grand centre, An- 
tioch. At Antioch the preparation of the man for his work 
is completed. Thenceforth Saul of Tarsus is fitted to be 
PAUL, THE APOSTLE OF THE GENTILES. 



PAUL'S FIRST MISSIONARY JOURNEY. 47 



LESSON XII. 

Student's Personal Heseavch. 

Sources of information, Acts xiii. and xiv. ; also Conybeare and How- 
son, chaps, v. and vi. 

1. Prove that the Scriptures foretold the preaching of 
Christ to Gentiles — that Christ commanded it. 

2. Narrate the origin and inauguration of the first foreign 
mission. 

3. Narrate the incidents in the work in Cyprus, Perga, 
Antioch in Pisidia, Iconium, Lystra and Derbe. 

4. Give the methods of work. 

5. What were PauPs prominent doctrines in this period 
of labor? 

PAUL'S FIRST MISSIONARY JOURNEY, A. D. 46-47. 
I. Its Origin. 

1. That the gospel was to be preached among all nations 
was foretold in the Old Testament (Amos ix. 11, 12; Isa. 
lx. 1-14; Jer. xxxi. 34; Ps. xxii. 27; Hos. ii. 23, etc.); 
was commanded by Christ (Matt, xxviii. 19; Mark xvi. 15; 
Luke xxiv. 47 ; Acts i. 8). As we saw in the last few les- 
sons, the Church had been prepared for it. 

2. This work was now begun by Barnabas and Paul, by the 
immediate authority of God and by the solemn ordination 
of the Church. Read Acts xiii. 1-3. 

(1) These men, Barnabas, Simeon Niger, Lucius of Cy- 
rene, Manaen and Saul, are called prophets and teachers — 
i. e. men inspired to reveal and teach truth. 

(2) Note the union of divine and human authority in the 
separation of Barnabas and Paul and in sending them forth. 
The Holy Ghost and the Church together formally inaugu- 



4S WESTMINSTER NORMAL OUTLINES. 

rated the new work. The various movements which had be- 
fore tended in this direction at last harmonized in one. 

(3) Paul'- divine call to be an apostle had been given be- 
fore (1 Cor. ix. 1 ; Gal. i. 1). This laying on of hands was 
simply the formal recognition by the Church of the call of 
Christ and the Spirit. It teaches us that the Church is God's 
channel of ordaining: men. 

(4) The association of Barnabas as an apostle with Paul 
(Acts xiv. 4, 14) is a free use of the word " apostle." 

II. Geography of the Journey. 

1. Consult Smith's Dictionary, or the Westminster Dic- 
tionary, or Conybeare and Howson, for descriptions of An- 
tioch, Seleueia, Cyprus, Salamis, Paphos, Perga in Pamphy- 
lia, Antioch in Pisidia, Iconium, Lystra, Derbe, Attalia. 

2. Trace on the map the route of Barnabas and Paul, both 
in going and returning. 

III. Memorable Events of the Journey. 

1. In Cyprus. At Paphos, Barnabas and Paul, and John 
Mark (see Westminster Normal Outlines, Junior Course, p. 
51), who accompanied them as an assistant, were opposed 
by a noted sorcerer, who was called Elymas, a Jew, whose 
original name was Bar Jesus. Him they miraculously 
vanquished, and the proconsul, Sergius Paulus, before 
whom the miracle was wrought, became a disciple (xiii. 
6-12). 

2. Here the apostle is first called Paul. Some erroneously 
suppose the name was given in honor of the conversion of 
Sergius Paulus. But probably the name was here given be- 
cause Paul here assumes the leadership, in which he was 
known bv this name. 



PAUL'S FIRST MISSIONARY JOURNEY. 49 

3. In Asia Minor. 

(1) At Perga Mark forsook Paul and Barnabas (xiii. 
13). 

(2) At Antioch in Pisidia, Paul delivered his first recorded 
address (Acts xiii. 15-41). Afterward many Jews and re- 
ligious proselytes were brought to the faith. When " al- 
most the whole city," Gentiles as well as Jews, came the 
next sabbath to hear the word of God, the Jews violently 
opposed. But Paul and Barnabas turned to the Gentiles. 
Many of them believed, and the whole region was evangel- 
ized. But the Jews, by arousing persecution against them, 
drove them from Antioch (44-52). 

(3) At Iconium great multitudes, both of the Jews and 
Greeks, believed. Though opposition w 7 as fanned by the 
Jews, they abode there a long time, working many miracles. 
Again they w T ere forced to flee. 

(4) Paul and Barnabas preached through all the region of 
Lystra and Derbe. The people of Lystra were so excited 
by the miracle wrought by Paul in healing a man born lame 
that with great difficulty the missionaries prevented them 
from doing divine honors to them. But the superstitious 
and fickle populace, stirred by Jews from Antioch and Ico- 
nium, soon as madly turned against them, stoned Paul and 
left him for dead outside the walls of the city. But the 
apostle, restored (probably by a miracle), went with Barna- 
bas to Derbe. Undaunted by persecution, the missionaries 
deliberately went back again over this field of labor, com- 
pleting the organization of the new churches at Lystra, Ico- 
nium and Antioch, and confirming the believers. 

After preaching at Perga on their homeward journey, 
they sailed from Attalia for Antioch. They reported their 
labors, and especially that God had opened the door of faith 
to the Gentiles. 

5 L> 



50 WESTMINSTER NORMAL OUTLINES. 

IV. Methods of Evangelization. 

1. Preaching was the first means used for reaching the peo- 
ple with the word (Acts xiii. 5, 38, 42, 49 ; xiv. 7, 21, 25). 
It is evident also that they supplemented their preaching 
with familiar teaching of the word (xiii. 43; xiv. 21). 

2. The missionaries first labored among the Jews, both be- 
cause the synagogues were the natural means of access to the 

J C C 

people, and because the offer of salvation was to be made 
first to the Jews (xiii. 5, 14, 46 ; xiv. 1 ; Rom. i. 16 ; ii. 9). 
Yet they neglected not the Gentiles, but preached boldly 
and freely the gospel to them (" Ye that fear God," Acts 
xiii. 42, 46, 47; xiv. 1). When they returned to Antioch 
part of their report was concerning the faith of the Gentiles. 
Paul's great mission to the Gentiles did not ignore the Jews. 
He did not attempt to build up churches disconnected from 
Jewish Christian churches. His work was a development of 
the earlier work of the Church. 

3. The Holy Ghost bore witness to their preaching by signs 
and wonders (xiii. 11 ; xiv. 3, 10, 20). 

4. Following the command of Christ (Matt. x. 23), when 
persecuted in one city they fled to another, shaking off the 
dust of their feet against them (xiii. 51). These persecutions 
were instigated by the Jews, and were in the form of mobs. 
The influence of the Jews on some classes of the Gentiles, 
and particularly over some honorable Gentile women, was 
very powerful. 

V. Doctrines. 

These may be obtained from Paul's addresses in Antioch 
of Pisidia (xiii. 14-47). In his first address he sketched 
briefly the history of the chosen people until the time of 
David, to wham the promise was made that of his seed the 
Messiah should come (vs. 11-23). He declares Jesus to 



PAUL'S FIRST MISSIONARY JOURNEY. 51 

have been this Christ and to have been witnessed to by John 
the Baptist (23-25). He narrates Christ's rejection by the 
Jews at Jerusalem, his death and resurrection, laying stress 
on the latter as the proof of his Messiahship, and as the 
fulfillment of prophecies in Psalms ii. and xxii. (vs. 26- 
37). The apostle declared that through Jesus was to be had 
forgiveness of sins (38, 39), and finally warned them against 
fulfilling by unbelief the darker predictions of their own 
prophets (40, 41). In his second address (46, 47) he turned 
from the Jews to the Gentiles, and declared Christ to be, ac- 
cording to prophecy, the Saviour of all men. 
In this, note — 

(a) As common to all early apostolic preaching, the state- 
ment of Christ's connection with Old Testament history, and 
the stress laid on his resurrection (see also Acts ii. 22-36 ; 
iii. 12-26; iv. 10; v. 29-32.) 

(b) As peculiarly Pauline, the belief that Gentiles have equal 
rights in Christ with Jews: Acts xiii. 16, " Ye that fear God ;" 
v. 17, "God of this people of Israel chose our fathers — i. e. 
" fathers of us all, whether Jews or Gentiles ;" v. 26, " To 
you" both Jews and Gentiles, in distinction from Jews in 
Jerusalem; v. 39, "all that believe/' and the distinct exhi- 
bition of the gospel as the complement of the law. So stated 
as to imply the law's insufficiency (v. 39). His statement 
of justification is less exact than in Galatians and Romans, 
but the growing germ of this latter is here. Verse 39 may 
be compared with Romans viii. 3. Inasmuch, however, as 
Paul preached salvation by faith to the Gentiles (xiii. 39, 48; 
xiv. 27), he must have already perceived that "by faith a 
man is justified without the deeds of the law." 

We shall see later that in this the other apostles agreed 
with him, but Paul carried out the truth into actual work. 
Paul's fundamental position, therefore, was already clearly 



o'J WESTMINSTER NORMAL OUTLINES. 

taken, but the reasoned statement of it was not vet made — - 
probably was not yet fully formed in his own mind. 

The address at Lystra (xiv. 15-17), being spoken to idol- 
aters, is o( an entirely different character. It is of value, 
however, in the progress of doctrine, in so far as it shows 
Paul's perception of the basis of natural religion existing 
among the Gentiles, and of their place in God's economy. 
It is in the line of Acts xvii. 16-34 and Rom. i. It shows 
already the apostle's breadth of view, and leads up to his 
latest defined position — e.g. in Romans — from the opposite 
direction to that from which the address in Antioch leads. 

In the phraseology of these addresses certain marks of 
Pauline authorship may be noted ; compare xiii. 23-33 with 
Rom. i. 3, 4; xiii. 27 with 1 Cor. ii. 8 ; xiii. 31 with 1 Cor. 
xv. 5-7; xiii. 32, 33 with Gal. iii. 16; also Rom. iv. 13-16 
with "us" in Acts xiii. 33, remembering xiii. 39 with Rom. 
iii. 28 and viii. 3 ; xiv. 16 with Acts xvii. 30 ; xiv. 1 7 with 
Rom. i. 20. 

The results of this journey were that the gospel was preached 
and accepted in a wider circle than ever before; churches 
established, in many of which Gentile converts must have 
greatly preponderated ; free proclamation of the gospel to 
all Gentiles as well as Jews was authorized; and the possi- 
bilities of direct work among the nations were disclosed. 



LESSON XIII. 

Student's Personal Research. 

1. Study carefully, with all helps, Acts xv. and Gal. ii. 

2. Search out the nature of the controversy concerning the 
admission of Gentiles into the Christian Church. 



THE JUDAISTIC CONTROVERSY. 53 

3. Define the occasion of the Council at Jerusalem, a. d. 50. 

4. Give a narrative of the doings of that council. 

5. Show the effects of the decision of the council. 

•HE JUDAISTIC CONTROVERSY, A. D. 50 (Acts xv. 1-35; 
Gal. ii.). 
I, The Nature of the Controversy. 

The conversion of the Gentiles and their organization into 
Christian churches soon aroused the opposition of some in 
the Jerusalem church who had been, before their own conver- 
sion, strict legalists (for the most part of the Pharisaic sect, 
xv. 5), and who, as Christians, continued to observe minute- 
ly the Mosaic ceremonial. All Jewish Christians, indeed, 
continued to observe the Law. Those in Jerusalem attended 
the temple services. The majority, however, and the apos- 
tles, regarded the Law as binding them only as Jews, and as 
being for them a rule of both duty and expediency. The 
extremists, on the other hand, regarded it as a condition of 
salvation (xv. 1). They therefore opposed the free admis- 
sion of Gentiles, and afterward, not silenced by the decision 
of the Church, opposed the apostle Paul with personal ani- 
mosity. 

The appearance of these men in Antioch, which was for 
the purpose of detecting how far Gentile innovation had 
gone (Gal. ii. 4), produced dissension in that church, so that it 
was determined to send Paul and Barnabas, with others, to 
Jerusalem to consult with the apostles and elders there on 
the matter. The question was obviously one of vital im- 
portance to the Gentile converts. Paul, however, did not go to 
Jerusalem because he had himself any doubts in the matter, 
or because he would, for any one, have yielded the point at 
issue. It appears from Gal. ii. 2 that he went up also "by 
revelation," and that he maintained intact his own apostolic 



54 WESTMINSTER NORMAL OUTLINES. 

independence. He was the advocate of the Gentile Chris- 
tians. But his desire was that the whole Church might be in 
harmony (Gal. ii. 2), and to this end he wished both to make 
a clear statement of his views to the other apostles and to 
secure mutual forbearance and confidence. He first, there- 
fore, obtained, on coming to Jerusalem, a private interview 
with the chief men of the Church (probably Peter, James, 
John and others), in which he freely stated his views (Gal. 
ii. 2). They cordially received him, and with the majority 
of the Church recognized the validity of his work (Acts xv. 
3, 4; Gal. ii. 9). The " Judaists," however, soon advanced 
their doctrine (Acts xv. 5), and, as the discussion grew, a coun- 
cil of the Church was held to consider it (Acts xv. 6-22). 

II. The Council at Jerusalem. 

After much inconclusive disputing, Peter rehearsed the con- 
version of Cornelius and advocated at length Gentile liberty. 
His ground was that Jews as well as Gentiles are saved by 
faith only, and that both in Christ reject salvation by the 
deeds of the Law (xv. 7-11). This quieted the assembly, 
while Barnabas and Paul narrated the tokens of divine ap- 
proval which they had received in their work among the 
Gentiles (Actsxv. 12). James (the brother of the Lord, and 
leader, for personal reasons, of the Jerusalem church) fol- 
lowed (xv. 13-21). He judged Peter's position to be the 
fulfillment of Old Testament prophecy, and thence argued 
that the Gentile converts should be unmolested, and that 
they should only be urged to abstain from certain habits 
peculiarly offensive to Jews. [" Fornication " is enumer- 
ated with three things indifferent, not because it is also in- 
different, but because it was a peculiarly Gentile vice, and 
by a Jewish Christian would be among the things naturally 
named as Gentile sins.] 

5 * 



THE JUDAISTIC CONTROVERSY. 55 

We learn also (Gal. ii. 10) that Paul and Barnabas were 
(privately?) urged to "remember" the poor saints in Jeru- 
salem, and thus by Gentile charity to increase the unity of 
the Church. 

The opinion of James thus pleased the whole assembly, 
and Judas and Silas were sent with Paul and Barnabas to 
Antioch bearing a communication from the Jerusalem church 
to the above effect (v. 22-29). 

III. Result of the Decision. 

1. The effect in Antioch was to produce great joy and to 
strengthen the faith of the disciples (Acts xv. 30-32). 

2. The " Judaizers," however, were not overthrown by it. 
They appear (e. g.) in Galatians maintaining their former opin- 
ions and opposing Paul. 

Nor had the Jewish Christians who agreed to the decision 
always courage to act up to it. Shortly after the Council, 
Peter, having come to Antioch and having freely associated 
with the Gentiles, feared to do so when certain Christians 
from Jerusalem were present (Gal. ii. 11, 12). Even Bar- 
nabas acted in the same way (v. 13), so that Paul openly re- 
proved Peter (Gal. ii. 14-20). These "from James" (Gal. 
ii. 12) were not "Judaizers," but only strict Jewish Chris- 
tians, and Peter's conduct shows the tenacity with which 
such held the Mosaic law to be binding on all Jews. The 
"Judaizers," however, henceforth became a sect (Gal. ii. 4, 
etc.), and were afterward denounced by Paul as anti-Chris- 
tian, and as instigated by worldly motives (Gal. v. 12, 13; 
Phil. iii. 2, etc). 

3. Doctrinal results. 

(a) The whole Church had now formally recognized as 
Christian the doctrines of free salvation for all through faith 
in Christ, unentangled with any national privileges or ritual. 



56 WESTMINSTER NORMAL OUTLINES. 

This position is expressed by Paul as being admitted truth 
in Gal. ii. 14-20. His general argument was this: There 
is no justification by works of the law (v. 16); the law's 
work is, on the contrary, to slay by inflicting punishment 
for disobedience (v. 19); in Christ the believer has died to 
the law, that in Christ he might by faith live again (v. 
20) ; therefore anion by faith with Christ is the only means of 
justification (v. 16), and is the essence of persoyial religion 
(v. 20). 

(b) The idea of the Church itself, as a moral catholic unit 
in the Spirit, yet embracing widely different forms, was being 
apprehended. The fundamental conception then of Chris- 
tian life was that of personal faith in Christ as Lord and 
Redeemer, founded on repentance for sin and authenticated 
by the possession of the Spirit. 

That we hear nothing of this decision of the Council later 
than Acts xvi. 4 is perhaps because its doctrine was recog- 
nized, and therefore silently assumed, or because it met a spe- 
cific want by a specific statement. That Paul makes no men- 
tion of it in Galatians is due to the fact that he there is de- 
fending his own independent apostolic authority (Gal. i. 1), 
and hence reasons out the question of circumcision on its 
own merits (iii. 5). At the same time, this later silence about 
the decision indicates that there was no belief in an infallible 
Church imposing laws through organized councils. Apostolic 
authority, indeed, made it possible for the decree to read, 
" it seemed good to the Holy Ghost and to us," but apos- 
tolic authority even might lay down a temporary enactment. 
The impression derived from the whole narrative is rather 
that of free, universal Christian thought and discussion, ex- 
pressing, under the Spirit's guidance, its conclusions on the 
basis of the facts of revelation and providence. 

Thus from her first great internal struggle the Church 



REVIEW. 57 

emerged with a clear consciousness of her mission and of the 
truths directly involved in it. 



LESSON XIV. 



REVIEW OF SIX LESSONS ON PAUL'S PREPARATION 
AND FIRST MISSION. 

I. Outline of Lessons. 

f Lesson VIII. 
The ) " IX. 
Prepared ^j " X. 
Workman, ^ " XL 

His f Journey, 

First Lesson XIL 

Mission 1 Council, 

L Lesson XIII. 

II. Geography of the Lessons. 

1. ClLICIA. 

2. Palestine. 

3. First Journey. 

III. Practical Teachings of the Lessons. 

Indicate points in these six lessons which illustrate — 

1. God's Plan in History; 

2. God's Plan in the Church ; 

3. God's Plan in the Individual's Life; 

4. The Spirit of Christianity is the Spirit of 

Missions. 



oS WESTMINSTER NORMAL OUTLINES 

LESSON XV. 

student's Personal Research* 

1. Sources of information: Read (1) Acts xv. 36-xviii. 22; First and 
Second Thessalonians ; references in First Corinthians. (2) Conybeare 
and Howson. chapters viii.-xii. ; Xeander's Planting and Training, chap- 
ter vi. : Westminster Bible Dictionary on Phrygia. Galatia. Tims, Philippi, 

Lonica, Berea. Athens. 

2. Questions. -The students are requested to write out the answers. ) 

(1) Narrate the circumstances of the beginning of Paul's 
second missionary journey. 

(2) Who were the Galatians ? 

(3) What impelled Paul to pass over into Europe? 

(4) Xarrate the facts connected with his preaching at 
Philippi. 

5 Also at Thessalonica and Berea. 

(6) Explain Paul's exact position on circumcision, in the 
light of Acts xvi. 3 and Gal. ii. 3. 

(7) What were the facts of Paul's labors at Athens? 

(8) In what relation did the gospel stand toward Roman 
law ? 

(9) Analyze Paul's address on Mars 7 Hill. 

PAUL'S SECOND MISSIONARY JOURNEY, A. D. 51-53, IN- 
CLUDING THE FIRST INTRODUCTION OF CHRISTI- 
ANITY INTO EUROPE. 

1. Geography. 

Trace on the map the r mte or' Paul and Silas from An- 

i'j.-lt to Derbe 3 Lystra, Iconhun, Antioch in Pisidia, thence 

through Phrygia and Galatia, and through Mysia to Troas, 

s the iEgean Sea, lauding in Europe at Xeapolis, and 

reaching Philippi. From Philippi trace the route to Thes- 



PAUL'S SECOND MISSIONARY JOURNEY. 59 

salonica, thence to Berea and (probably) by sea to Athens, 
and thence to Corinth and Cenchrea, thence by way of Eph- 
esus to Csesarea and Jerusalem, and finally arriving at An- 
tioch. 

II. The History. 

1. Paul proposed to Barnabas to go again and visit the 
churhes which they had founded. This was the first con- 
ception of the second journey. Barnabas consented, but be- 
tween him and Paul there arose such a sharp dispute con- 
cerning the wisdom of taking John Mark with them that 
they parted asunder. Barnabas with Mark went to Cyprus. 
Paul, accompanied by Silas, " went through Syria and Cilicia, 
confirming the churches" (Acts xv. 36-41). 

2. At Lystra, Paul took with him Timothy, a young disciple 
well reported of. Paul had probably been the means of his 
conversion during his first visit to Lystra (1 Tim. i. 2; 2 
Tim. i. 2 ; 1 Cor. iv. 17). On account of his Jewish de- 
scent on his mother's side and the feelings of the Jews, as 
a matter of expediency, and not as a necessary condition of 
salvation, Paul circumcised him (Acts xvi. 1-3). 

Paul would not allow the circumcision of Gentiles (Gal. 
v. 2-4), but he himself frequently, though not always, ob- 
served the Law, and assumed that Jewish converts would 
usually do the same. He stood therefore doctrinal ly on the 
same ground with Peter (Acts xv. 7-11) and with the other 
apostles and the decrees of the Jerusalem Council (Acts xvi. 
4). These decrees he carried with him and delivered to the 
churches. Personally, Paul was readier than the other apos- 
tles to avail himself of this Christian liberty (1 Cor. ix. 20, 
21). This liberty he claimed to belong to all. 

3. Paul, Silas and Timothy went throughout Phrygia and 
the region of Galatia. 



BG WE8TMINSTEB NORMAL OUTLINES. 

4. By Supernatural direction Paul carried the 
Gospel for the First Time into Europe. 

They " were forbidden of the Holy Ghost to preach the 
word in Asia/' They desired to go into Bithynia, but the 
Spirit suffered them not. Finally, these hindrances were ex- 
plained by the vision at Troas of the Macedonian saying to 
Paul, "Come over and help us." The time is ripe for the 
extension of the gospel into Europe. Christianity is freed 
from bondage to the Law. It is well rooted in Asia Minor. 
Paul is ready to do the w T ork. Note that the apostolic com- 
pany is here joined by Luke. (See the " we" in Acts xvi. 
11-17.) 

5. The apostle landed at Neapolis, and proceeded at once 
to Philippi, the chief city of that part of Macedonia. (For 
complete description and history of Philippi, see Conybeare 
and Howson, chap, ix.) 

(1) As there was no synagogue at Philippi, Paul and his 
fellow-laborers attended the sabbath gathering at the prayer 
place by the river-side, and familiarly spoke to the women 
assembled (xvi. 13). Lydia of Thyatira became the first 
convert at Philippi (xvi. 14, 15). 

(2) The cure of the damsel possessed with an evil spirit 
of divination (xvi. 16-18) so excited the rage of her mas- 
ters that they suddenly arrested Paul and Silas and hurried 
them into the court (xvi. 19, 20). 

Here first was the gospel arraigned before heathen magis- 
trates. As Paul's labor extended, this became more frequent. 
In the charges made against Christians we see reflected the 
progress of the Church, and its increasing importance in 
Gentile eyes as it became to them less of a Jewish sect and 
more of a world-religion. The charge against Paul was in 
this case prompted by anger (xvi. 19), but the prosecutors 
made it in the form of an offence against the state (vs. 20, 



PAUL'S SECOND MISSIONARY JOURNEY. 61 

21). Roman law and custom granted religious toleration, 
but forbade the attack of one faith upon another. The mis- 
sionaries therefore were arraigned not as Christians, but as 
Jews (v. 20) who were assailing the religion of Rome (v. 
21). They had, however, no trial. The magistrates were 
themselves carried away by the excitement of the mob, and 
sentenced Paul and Silas to be scourged and imprisoned (vs 
22, 23). 

Hence Paul's conduct the next day (v. 37). The magis- 
trates themselves had been guilty of a great crime in scourg- 
ing Roman citizens who had not been condemned after a fair 
trial (v. 38). As soon, therefore, as Roman law was invoked 
against him, Paul, on the basis of Roman law, made his de- 
fence. 

6. The first Gentile persecution ended decidedly in favor 
of the gospel. God delivered his servants by an earthquake, 
the jailer and his family were converted, and the first church 
in Europe was founded. The church in Philippi was the 
purest of those whose history is recorded in the New Testa- 
ment, and most beloved by Paul. 

7. Having left Luke to minister to the church at Phil- 
ippi, Paul and his company came to Thessalonica. Paul 
preached in the synagogue on three successive sabbaths 
(xvii. 1-3). 

They probably remained in Thessalonica more than three 
weeks, for Paul labored at his trade (1 Thess. ii. 9), and re- 
ceived aid from Philippi (Phil. iv. 16). Many here, especially 
Gentiles, believed (Acts xvii. 4). But the hostile Jews raised 
a mob, dragged Jason, who was entertaining Paul and other 
" certain brethren," before the rulers, and accused them of re- 
bellion against Csesar (xvii. 5-7). The indictment was different 
from the one at Philippi ; that was for violating Roman law con- 
cerning religion — this was for treason against the emperor. 



WESTMINSTER NORMAL OUTLINES. 

This might have been an exaggeration of Paul's presenta- 
tion of Christ as the coming King in his doctrine of the 
second advent. Nothing serious resulted from the persecu- 
tion (xvii. 9), and Paul and Silas were sent away by night. 

8. At Berea they preached with great effect. The Be- 
lvans showed remarkable willingness to receive the gospel 
and to search the Scriptures. But the hostile Jews from 
Thessalonica stirred up the people and caused them to flee. 

9. Paul disputed in the synagogue at Athens, and addressed 
the philosophers of the Epicurean and Stoic sects on the Are- 
opagus. 

Paul's stay at Athens was chiefly marked by this address 
to the Epicureans and Stoics. This illustrates the contact 
of the gospel with the highest forms of Gentile culture. 
The Stoics generally grasped the moral idea of life, and, 
though pantheists, had almost a spiritual conception of the 
divine side of the universe. They represented the best 
heathen morality of the day. The Epicureans were more 
grossly materialistic in their philosophy, and made happi- 
ness the end of life. In presenting the gospel to such men 
the apostle naturally pursued an altogether different course 
from that used in the synagogues. 

He first courteously recognized the religious sentiment in 
his hearers (xvii. 22, 23), then declared to them the Supreme 
Being (23) as the Creator of all (24), as spiritual (24), as 
self-sufficient (25), as the Ruler of providence (26, 27j, who 
is guiding men to the knowledge of himself, being, in fact, 
ever about them (28). Hence, he argued, men should not 
worship idols (29), but hear the divine message (30, 31), 
which had now at length come, of repentance and judgment 
and of faith in Christ, w'ho has been raised, as the proof of 
the message, from the dead (31). It was the gospel adapted 
to his hearers, and, on the basis of their own philosophy. 



PAUL'S SECOND MISSIONARY JOURNEY. 63 

they would naturally hear Paul respectfully, and perhaps as- 
senting] y, until he affirmed the miracle of the resurrection 
(32), which, of course, no one of them would admit. 

The Christian theists and pantheists use many of the same 
expressions, but the question of Christ's resurrection at once 
divides them. 



LESSON XVI. 
Student's Personal Research. 

1. For sources of information see Lesson XIII. 

2. Questions to which written answers are expected : 

(1) Give a sketch of the history, topography and charac- 
ter of Corinth. 

(2) What were the forces arrayed against Paul at Corinth ? 

(3) Give an account of Paul's depression there. 

(4) When, where and why were the Epistles to the Thes- 
salonians written ? 

(5) Give the divisions, the names and dates in order of 
time of Paul's Epistles. 

(6) Give the divisions of the First Epistle. Of the Sec- 
ond. 

(7) Unite the scattered elements of the doctrine of the 
second advent, given in the First and Second Thessalonians. 

(8) What were the distinguishing doctrines of the sec- 
ond journey? 

PAUL'S SECOND MISSIONARY JOURNEY, A. D. 51-53 
(Concluded). 

I. Paul's Work at Corinth. 

1. Paul's coming to Corinth, and his stay there of eigh- 



64 WESTMINSTEE NORMAL OUTLINES. 

teen months, are important epochs in his life. (For descrip- 
tion of Corinth, see Conybeare and Howson, chap. xi. ; Acts 
xviii. 1-18.) 

It was remarkable for — 

(1) The opposition which Paul met. This was chiefly 
from the Jews (v. 12). They succeeded, however, only in 
driving him from the synagogue to the house of Justus (vs. 
6, 7), for when they brought him before the proconsul Gallio 
(a brother of Seneca the philosopher), their complaint was 
contemptuously dismissed (v. 16), and their chief ruler was 
mobbed by the Greeks before the very judgment-seat (v. 17). 
A quieter but equally strong opposition was found in the 
Gentile populace. Vice, intellectual pride and instability 
of character were the moral forces which at Corinth were 
arraved against the gospel (1 Cor. i. 22, 23; ii. 5, 14; iii. 
3). ' 

(2) Paul's personal discouragement. Paul after his Athe- 
nian experience went to Corinth with the determination to 
preach nothing but Christ crucified (1 Cor. ii. 1, 2). Nor 
was his preaching eloquent (1 Cor. ii. 4). He seems indeed 
for a while to have labored under peculiar mental depression 
(1 Cor. ii. 3), whether of a physical or spiritual nature we 
know not, but probably of both, so much so that the Lord 
encouraged him by a personal appearance (Acts xviii. 9, 10). 
Doubtless this depression was caused by the unbelief of the 
people. (Compare Acts xviii. 5 and 2 Thess. iii. 1, 2.) 
This Corinthian period is an interesting phase, therefore, in 
the life of the apostle. 

2. This second journey is remarkable not only for the in- 
troduction of the gospel into Europe, but for the beginning 
of Paul's Epistles. 



PAUL'S SECOND MISSIONARY JOURNEY. 6b 

General View of the Epistles of Paul. 

1. The Eaelier Epistles. 



i. D 


Title. 




Place. 


52 


1 Thessalonians. 




Corinth. 


53 


2 Thessalonians. 




Corinth. 


55 


Galatians. 




Ephesus. 


57 


1 Corinthians. 




Ephesus. 


57 


2 Corinthians. 




Philippi. 


58 


Romans. 




Corinth. 




2. The Epistles of the 


Captivity. 


62 


Philemon. 




Rome. 


62 


Colossians. 




Rome. 


62 


Ephesians. 




Rome. 


62 


Philippians. 




Rome. 




3. The Later Epistles. 




67 


1 Timothy. 




Macedonia. 


67 


Titus. 




Macedonia. 


68 


2 Timothy. 




Rome. 



II. The Epistles of the Second Journey. 

1. The First Epistle to the Thessalonians. It was written 
shortly after Silas and Timothy rejoined Paul at Corinth 
(Acts xviii. 5 ; 1 Thess. i. 1 ; iii. 6). Timothy brought a 
good report of that church's faith and perseverance, notwith- 
standing much persecution (1 Thess. ii. 14-16), but also a 
report of certain temptations to which as recent Gentile con- 
verts they were exposed, and of the grief they felt lest (since 
they conceived of Christ's impending kingdom in a material 
and external way) their dead friends should not share in its 
glories (chap. iv.). 

The Epistle therefore consists of — 

(1) Thanksgiving and praise for their fidelity (chap. i.). 

(2) A reminder of Paul's own previous devotion to them, 
his present love for and desire to see them, and an exhor- 

6 * E 



bb WESTMINSTER NORMAL OUTLINES. 

(ation to stand fast in the faith in spite of trial (chapters ii. 
and iii.). 

(3) An exhortation to purity, brotherly love and a quiet, 
honest life (chap. iv. 1-12). 

(4) A revealed message that when Christ should come their 
dead should rise first to meet him (chap. iv. 13-18). 

(5) Exhortation to watchfulness, sobriety, peace, obedience 
and other duties (chap. v.). 

2. The Second Thessalonians was written later. From 
chap. i. w r e learn that the converts had been misled by an 
expectation of the speedy coming of Christ. Apparently 
one or more forged letters had been sent them to this effect, 
pretending to have come from Paul (ii. 2; hence also iii. 17). 
Therefore he wrote — 

(1) Praising them for their steadfastness, and reminding 
them of the just judgment which Christ should mete out to 
them all (chap. i.). 

(2) Declaring, however, that Christ would not come until 
" the man of sin " had been fully revealed (chap. ii.). 

(3) Exhorting to love, peaceableness and the like (chap, iii.) 

III. The Doctrines of the Period. 

By the doctrines of this period I do not mean all the doc- 
trines w 7 hich Paul preached during this second journey, but 
the doctrines especially recorded here, and which distinguish 
this period from others. These doctrines were drawn out by 
the peculiar circumstances of Paul and of the churches. 

In general we note a change from the discussion of the 
relation of the Gentile to the Jew in the gospel to the truths 
of the spirituality of Christ's kingdom. 

1. The doctrine made prominent at Athens was the pure 
theism of Christianity, and Christ as the revealer of the true 
God (Acts xvii. 22-31). 



PAUL'S THIRD MISSIONARY JOURNEY. 67 

2. The doctrine prominently held forth at Thessalonica was 
the Second Advent of Christ. He was to come suddenly (1 
Thess. v. 2), to save his people, to punish his foes (2 Thess. 
i. 6-10). Before the advent was to be the great apostasy (2 
Thess. ii.). At the advent the Christian dead were to rise 
first (1 Thess. iv. 16). 

3. The necessity, in God's plan, for the death of Christ, 
mentioned Acts xvii. 3, shows a maturer knowledge of the 
doctrine of the Atonement. During this period Christ's 
death is made prominent, as in the earlier apostolic preach- 
ing his resurrection was more insisted on. 



LESSON XVII. 

PAUL'S THIRD MISSIONARY JOURNEY, A. D. 54-58. 

Sources: Acts xviii. 23-xxi. 17; Gal.; 1 and 2 Cor.; Romans. 

I. Narrative of the Journey. 
1. From Antioch to Ephesus. 

"After Paul had spent some time in Antioch, he departed 
(probably in the autumn of A. D. 54), and went over all the 
country of Galatia and Phrygia in order, strengthening all 
the disciples " (Acts xviii. 23). 

This tour, therefore, included all the churches in those 
parts of Asia Minor where he had previously labored. Of 
these, the Galatian churches, since they were soon to occasion 
the apostle much anxiety, deserve special notice. Paul's 
labors among them are first mentioned in Acts xvi. 6, early 
in his second journey, and therefore only from three to four 
years previous to this visit. Their recent organization is 
confirmed by Gal. i. 6. When preaching there Paul had 



M WESTMINSTER NORMAL OUTLINES. 

suffered from some special physical ailment (Gal. iv. 13), 
which, however, did not prevent his being enthusiastically 
received (Gal. iv. 14, 15). It is probable from the nature 
of the case, and is rendered certain by the character of the 
Epistle, that the Galatian churches were of mixed Jewish 
and Gentile composition. 

The name "Galatia" was derived from a company of 
Gauls who, about b. c. 280, crossed on a foray into Asia, and 
in course of time settled there. They were absorbed into 
the Roman empire and Galatia was formed into a province. 
(Compare Alford's Prolegomena to Galatians.) Their enthu- 
siastic reception of the apostle (Gal. iv. 14, 15), and the speedy 
defection on the part of some of them from the faith, illustrate 
their impulsive character. 

For the present, however, PauPs work in Galatia, as in 
the neighboring provinces, was, so far as the records show, 
to confirm the churches in the way in which they were al- 
ready walking. Since, however, it was so soon necessary for 
him to write the Epistle (compare below), it is not impossi- 
ble that the seeds of " Judaistic" error had been already 
sown, though their fruit had not developed. 

II. Paul in Ephesus. 

The apostle finally took up his abode in Ephesus, where 
he had formerly been prevented from laboring (Acts xvi. 6). 
[On the importance of Ephesus see Dictionary of the Bible 
and the Lives of Paul.] It was on the great line of travel 
from the East to the West, was a prominent commercial cen- 
tre, and was the meeting-place of Roman, Greek and Oriental 
civilization — a sort of crucible in which all the moral, social 
and intellectual forces of the Roman world were mingled, 
and where each would affect and be affected by the gospel. 

Paul found in Ephesus a partial preparation for his work. 



PA UL y S THIRD MISSION AR Y JO URNE Y. 6 9 

Aquila and PriscilJa were or had been there (Acts xviii. 18), 
and other " brethren " are mentioned (verse 27). There 
Apollos, an eloquent Alexandrine Jew, who had argued, 
from the standpoint of John the Baptist, the Messiahship of 
Jesus, had been by Aquila and Priscilla instructed fully in 
the gospel, and from Ephesus had gone to Corinth, where 
he was successfully preaching (Acts xviii. 24-28). The 
apostle found also " about twelve other disciples," who, like 
Apollos, professed themselves believers, but knew of Jesus 
only from the standpoint of the Baptist, and had not re- 
ceived Christian baptism. They received from Paul a full 
gospel, and were baptized and attested by the usual outward 
signs of the Holy Ghost (Acts xix. 1-7). These cases may 
show that a partial knowledge of Jesus of Nazareth was 
more widely extended among the Jews of the Dispersion 
than is commonly imagined. There does not, however, ap- 
pear to have been any organized church in Ephesus. Paul 
therefore addressed himself to missionary work. For three 
months he argued in the synagogue (xix. 8). Then, when 
some openly opposed him, he left the synagogue (v. 9), " sep- 
arated the disciples" from the rest of the synagogue- worship- 
ers, by which we may understand the first formation of an 
Ephesian church, and began to argue the truths of the 
gospel daily in " the school of Tyrannus " — probably the 
lecture-room of some Gentile philosopher, or at any rate a 
resort for all nationalities alike. 

This continued for two years (a. d. 55-57, v. 10), so that 
the gospel became known in the surrounding country. The 
preaching of Paul in Ephesus was attended by more than 
the usual number of miraculous signs (vs. 11, 12), and many 
believed (v. 20). His stay in Ephesus lasted " for the space 
of three years"* Acts xx. 31) — i. e. two years and part of a 
third. 



Ml WESTMINSTER NORMAL OUTLINES. 

1. Events recorded in the Acts. So far as the work in 
Ephesus itself was concerned, records of two events have 

been preserved : 

(1) Certain Jewish sorcerers attempted to use the name of 
Christ to cast out an evil spirit, but the demoniac refused to 
obey them and drove them from the house (xix. 13-16). In 
consequence of this many sorcerers — -of whom there was a 
great number in Ephesus and whose influence was immense — 
publicly burned their magical books in token of their accept- 
ance of Christ (xix. 17-19). This event produced a pro- 
found impression (v. 20). 

(2) Near the close of Paul's stay an attempt was made by 
the silversmiths, whose trade of furnishing shrines for the 
worship of Diana had been injured by the spread of the 
gospel, to raise a riot against Paul (vs. 23-41). The worship 
of Diana was the pride of the city. The complaint of the 
tradesmen shows the influence of Paul, as does also the 
friendship for him on the part of some of the chief munic- 
ipal officials ("Asiarchs," v. 31 — those appointed to preside 
Dver the games and religious festivals. Alford). The riot 
was quelled by the tact of the town-clerk, and came to 
nothing. The danger, however, in which by such events 
Paul was placed, was not small ; possibly it may be referred 
to in 2 Cor. i. 8-10. 

2. Events not recorded in the Acts. PauPs sojourn in 
Ephesus was marked by other events which occupied much 
of his attention. These w T ere occasioned by his care of other 
churches and by the troubles which occurred in them. 

(1 ) While in Ephesus, probably, he was grieved by hearing 
of the success of Judaizing teachers among the Galatian 
churches. They had already perverted some of the converts 
and maliciously attacked the character and authority of 
Paul. This led him to write the Epistle to the Galatians. 



PA UL 'S THIRD MISSION AR Y JO URNE Y. 71 

(2) Equally distressing news came from Corinth. Apollos 
had returned to Ephesus (I Cor. xvi. 12), and the Corinthian 
church was distracted by divisions (1 Cor. i. 12, etc.). More 
than this, their immoral surroundings had proved too great 
a source of temptation, and had led to at least one case of 
sin (1 Cor. v. 1), which called out the special solicitude of 
the apostle. Other questions also had arisen (1 Cor. vii., 
viii., xv., etc.) which demanded prompt solution. These 
matters led Paul to be in constant communication with Cor- 
inth. 

a. He appears to have made a brief trip to Corinth (2 Cor. 
xii. 14; xiii. 1) in great sadness (2 Cor. ii. 1) and with some 
mortification (2 Cor. xii. 21). Doubtless this was necessi- 
tated by the rising difficulties in the Corinthian church and 
by the needs of discipline (2 Cor. xii. 21). 

6. Trouble continuing, he wrote an epistle to Corinth (1 
Cor. v. 9) which is now lost. From the above reference to 
it, we may infer that it had, chiefly at least, to do with the 
cleansing of the church from immorality. His commands 
in it were misunderstood, and he therefore in his next letter 
explained them (1 Cor. v. 10, 11). He appears also at this 
time to have announced his intention to visit them, and from 
them to go to Macedonia, and then to return to them — a plan 
which he subsequently changed (see 2 Cor. i. 15, 16; 1 Cor. 
xvi. 7). This first letter was doubtless short. 

c. But lest his letter should be insufficient, he sent Timo- 
thy (1 Cor. iv. 17) to go with Erastus, by way of Macedonia 
(Acts xix. 22), to Corinth, to correct the rising evils. Before 
Timothy reached there, however (1 Cor. xvi. 10), messengers 
came from Corinth to Ephesus bearing a letter of inquiry 
from the church to the apostle (1 Cor. xvi. 17 ; vii. 1). 
From these sources he learned of the continuance of dif- 
ficulties, of divisions, of immoral tendencies, of the church's 



ti WESTMINSTER NORMAL OUTLINES. 

doubt about marriage and divorce, and about the eating of 
things offered to idols, of abuses at their assemblies, and of 
the violent assault made by some on his own authority. This 
led him to write our First Epistle to the Corinthians. 

d. Instead of going directly to Corinth (see above), Paul 
determined to wait at Ephesus till Pentecost (a. d. 57), and 
rhen go to Corinth by way of Macedonia (1 Cor. iv. 19 ; 
xvi. 5, 6; Acts xix. 21). But before leaving Ephesus he was 
again obliged to com municate with Corinth. Whether Timothy 
had been to Corinth and brought news from the church to 
the apostle, or whether the news came in another way, we 
cannot say. [Timothy appears (2 Cor. i. 1) in Macedonia 
with Paul a little after this, and (Rom. xvi. 21) at Corinth 
in the following winter; but he may have rejoined Paul when 
the latter went into Macedonia.] At any rate, Paul sent Titus, 
a Gentile convert not mentioned in the Acts, but closely as- 
sociated with him (compare Gal. ii. 3 ; 2 Cor. viii. 23, etc., 
and Epistle to Titus), to Corinth, for the special purpose 
of attending to the decision of a case of discipline, instruct- 
ing the latter to meet him at Troas (2 Cor. i. 12, 13). It 
is very probable that the apostle sent by Titus another 
letter (now also lost), severe in its denunciation of the 
sin in question, and commanding immediate action on the 
part of the church (2 Cor. ii. 5-9 ; vii. 8). Some interpre- 
ters refer these passages to our First Corinthians, but their 
language appears too strong for the expressions there used. 

III. From Ephesus to Corinth. 

After Pentecost, A. d. 57 (1 Cor. xvi. 8), Paul departed 
northward toward Macedonia (Acts xx. 1). Not finding 
Titus at Troas, he would not remain there, but pushed on 
to Macedonia (2 Cor. ii. 12, 13). In Macedonia, Titus re- 
joined him (2 Cor. vii. 6-13), and informed him of the 



PAUL'S THIRD MISSIONARY JOURNEY. (6 

happy effect of his letters in Corinth and of the conviction 
and repentance of the particular offender (2 Cor. vii. 9-11 ; 
ii. 6). Paul thereupon, from one of the cities of Macedonia, 
wrote our Second Corinthians, which he sent forward by 
Titus and another (2 Cor. viii. 18, 23), Titus himself being 
desirous of returning to Corinth to forward the collections 
for Judea which Paul had been urging (2 Cor. viii.). The 
apostle's stay in Macedonia appears to have been a perilous 
one, for a while at least (2 Cor. vii. 5). Nevertheless, he 
traversed the entire region (Acts xx. 2; Rom. xv. 19), until 
at last he turned southward to Corinth, probably late in the 
autumn of A. D. 57, where he abode three months. While 
at Corinth (compare Rom. xv. 23-26 with Acts xix. 21; 
Rom. xvi. 1) Paul wrote the Epistle to the Romans, from 
the absence in which of references to the contrary we may 
infer that the Corinthian church was quite at peace (com- 
pare Rom. xv. 23 ; xvi. 21-23). 

IV. From Corinth to Jerusalem. 

A plot of the Jews caused Paul to alter his original plan 
of sailing from Corinth directly to Syria, and led him to re- 
turn through Macedonia (Acts xx. 3). Most of the com- 
pany went on ahead, and waited at Troas for Paul and Luke 
(who joined the apostle at Philippi; notice "we" hencefor- 
ward). The latter, after Passover, a. d. 58, sailed from Phil- 
ippi, and after a long voyage of five days arrived at Troas (xx. 
6). There they remained seven days (v. 6). From Troas, 
Paul's company went by ship to Assos, while he himself 
made the journey on foot ; but from Assos all sailed to- 
gether to Mitylene (vs. 13, 14). Passing between Chios 
and the mainland, they, on the second day from Assos, 
reached Samos, and passed the night in the harbor of Tro- 
gyllium (v. 15). The next day, since Paul in his haste to 



74 WESTMINSTER NORMAL OUTLINES. 

reach Jerusalem would not stop at Ephesus, they crossed 
over to Miletus (vs. 15, 16). Miletus, however, being not 
more than thirty miles from Ephesus, Paul sent for the 
elders of the Ephesian church to meet him there, and then, 
having rehearsed his own relations to them, and having 
warned them of coming dangers from false teachers, he af- 
fectionately bade them farewell (vs. 17-35). 

From Miletus the apostle's course led to Coos, the day fol- 
lowing to Rhodes, and thence to Patara (xxi. 1). In a Phoe- 
nician ship he sailed from Patara to Tyre (xxi. 2, 3). In 
spite of the warning protests of the disciples at Tyre, Paul, 
after seven days, sailed to Ptolemais (vs. 4-7), and from 
Ptolemais went on the next day with his party to Csesarea 
(v. 8), where he abode with Philip the Evangelist and Dea- 
con (v. 8). Notwithstanding the warning prediction of 
Agabus (xxi. 11), the apostle, after "many days" (v. 10), 
went up to Jerusalem. His party, besides those who had 
accompanied him from Asia, was at Csesarea increased by 
other disciples (xxi. 16). 

The whole narrative of the journey from Asia to Jerusalem 
is so minute as to indicate the pen of one of the party (Luke) 
— one, too, who presumably in other voyages had not been 
present (therefore not Timothy). The scope of the narra- 
tive is to show the eagerness and determination of the apos- 
tle to reach Jerusalem — a purpose which in the light of his 
subsequent arrest was full of divine meaning. He bore, be 
it remembered, the contributions of the Gentile churches to 
the poor Christians in Jerusalem — a fact which accounts for 
his determination to reach the city that he might give the 
alms for which he had long labored into the hands of those 
for whom they were intended. 



GALATIANS AND ROMANS. 75 

Test Problems. 

Draw an outline of the third journey. 

State the events which occurred during Paul's stay at Ephesus. 
Give the evidence for an unrecorded journey to Corinth, and for one or 
more lost Epistles. 



LESSON XVIII. 
Student's Personal Research* 

1. Read carefully the two Epistles, Galatians and Romans. 
This should be the first step in your study. 

2. Read again Acts xviii. 23. 

3. Consult Conybeare and Howson, chapters xviii. and 
xix., and the Bible dictionaries on the Epistles. 

4. Write out under the subject of each of the Epistles — 

(1) Proofs of its genuineness. 

(2) Circumstances of the church addressed,, 

(3) The occasion of the letter. 

(4) Divisions of its contents. 

(5) Its date. 

(6) Its peculiarities. 

GALATIANS AND ROMANS. 

Two Epistles of Paul's Third Missionary Journey, 
a.d. 54-58. 

Note. — These belong to the group of " Earlier Epistles," of which those 
to the Thessalonians have already been studied. 

The Epistle to the Galatians. 

1. Its authenticity. This is almost universally admitted. 
Indeed, almost all critics agree in receiving as genuine the 



76 WEST3IINSTEB NORMAL OUTLINES. 

four Epistles — Galatians, First and Second Corinthians and 
Romans. 

2. The circumstances of the church. 

3. The occasion. Judaizing teachers had come into Ga- 
latia. Their leaven had begun to work when Paul was there 
the second time. In spite of his warnings, then given, he 
now hears that many of the Galatians had u fallen from 
grace " and had turned to the law. The false teachers, to carry 
their end, had undermined the apostolic authority of Paul 
by accusing him of inconsistency in his conduct (Gal. v. 11), 
and by asserting that as he had not been appointed an apostle 
by Jesus while he was on earth, he was inferior to the rest of 
the twelve, especially to Peter, James and John. These Ju- 
daizers had grown more violent and unscrupulous since the 
Jerusalem Council (Gal. vi. 12). The apostle writes this 
Epistle to vindicate his own apostleship and the truth. 

4. Division of its contents. 

a. Pauls apostleship vindicated (i.-ij. 21). This con- 
sists of his greeting and claim (i. 1-5), his reproach of the 
Galatians that they were so soon removed from the true gos- 
pel (i. 6-10), and proof of his own apostolic authority. God 
had directly called him, had given him the gospel independ- 
ently of the other apostles, and this the other apostles had 
admitted; and Paul had rebuked the chief of them on the 
ground of the true doctrine (i. 11— ii. 21). 

b. Justification by faith vindicated (chapters iii. and iv.). 

He appeals to the divine attestation which his own teach- 
ing had received among the Galatians (iii. 2-5); to the teach- 
ing of the Old Testament as shown in the promise made to 
Abraham (iii. 6-9), and in other places (iii. 10, 11); exhib- 
iting the later and temporary character of the legal system, 
and the perpetuity of the promise, which latter being ful- 
filled in Christ, the law had done its work, and as a system 



GALATIANS AND ROMANS. 77 

of religion had been abrogated (iii. 12-29); showing the 
higher because filial position of believers than of those un- 
der the law (iv. 1-7) ; expostulating with them for their quick 
lapse into ceremonialism (iv. 8-20); and finally setting forth 
under a figure the true relation of the service of the law and 
the freedom of the gospel (iv. 21-31). 

c. The consequent exhortation (chapters v. and vi.). To 
stand fast in gospel liberty (v. 1-10), and guarding them 
against abuse of their liberty (v. 11-26). He enjoins them 
to bear one another's burdens (vi. 1-10), again warns them 
against Judaizers, and, emphasizing his own authority, 
gives them his benediction (vi. 11-18). 

5. Its date, probably a. d. 55, during PauPs stay in Eph- 
esus. Paul had been there twice (Gal. iv. 13 ; Acts xviii. 23). 
Soon after his second visit they had turned away (Gal. i. 6). 

6. Its peculiarities. 

a. The Epistle to the Galatians is remarkable for its po- 
lemic tone and style. But in the midst of indignant self- 
vindication and warm argument the tenderness of Paul is 
manifested (iv. 12-16, 19; v. 10; vi. 1-5, 11). Its tone 
resembles that of the Epistles to the Corinthians, but its doc- 
trine is that of the Epistle to the Romans. 

6. It is also remarkable for its being written by Paul's 
own hand (vi. 11). The other Epistles were written by 
amanuenses, but this by Paul. 

c. As the burden of the Epistle is justification by faith, it 
has been said, " This Epistle may be distinguished among all 
the Epistles of Paul as the Epistle of Protestantism" Lu- 
ther said, " This is my Epistle ; I have betrothed myself to 
it; it is my wife/' 

The First and Second Epistles to the Corinthians in date 
follow that to the Galatians. 



7* 



78 WESTMINSTER NORMAL OUTLINES. 

The Epistle to the Romans. 

1. Its authenticity is universally admitted. Both the ex- 
ternal and internal evidence in its favor is complete. 

2. The circumstances of the church at Rome. 

a. For a brief discussion of the papal tradition see Lesson 
IV. It is not known who founded the church at Rome. It 
was not founded by any of the apostles. It may have been 
planted very early by the strangers of Rome who were at 
Jerusalem on the day of Pentecost (Acts ii. 9-11). 

b. It seems that in the Roman church the Gentiles out- 
numbered the Jews (chap. i. 13; xv. 16). But both Jews 
and Gentiles were included in it, and were influenced by Jew- 
ish opinions. 

3. The occasion and object of the Epistle. 

a. Paul had long desired to visit Rome, " but was let [or 
hindered] hitherto" (Rom. i. 13-15). Rome was the cen- 
tre of the government of the world, and of its civilization 
and power. Christianity once established here would be a 
faith spoken of throughout the whole world (i. 8). Paul 
found an opportunity of writing to the church at Rome in 
the departure from Cenchrea of Phoebe, a deaconess, by 
whom he could send the letter (xvi. 1). 

b. The chief object of this Epistle is to give to the Ro- 
man church a true and comprehensive view of Christianity. 
To reconcile Jews and Gentiles in one common Christianity 
is one of its subordinate objects. This Epistle, therefore, 
fully exhibits the apostolic gospel, so far as that had to do 
with the way of salvation through justification by faith and 
sanctifi cation by the Spirit of Christ. 

4. Division of the contents. This Epistle falls into three 
parts : 



GALATIANS AND ROMANS. 79 

I. Justification by Faith. 

1. After the usual salutation (i. 1-16) comes a statement 
of the doctrine : "The Righteousness of God revealed 
from Faith to Faith, as it is written, The Just shall 
live by Faith " (v. 17). 

2. The doctrine is proved (chap. i. 17-v. 21). 

(1) The Gentiles cannot be justified by their works (i. 18- 
32). 

(2) Nor can the Jews be justified by theirs (ii. 1-iii. 19). 

(3) Since by "the deeds of the law shall no flesh be 
justified" (iii. 20), "the righteousness of God [God's 
plan of justification] without the law is manifested" (iii. 
21-31). 

(4) Both Abraham and David were taught, and teach us, 
the same (chap. iv.). 

(5) God's plan of justification secures peace, joy and as- 
surance (v. 1-11). 

(6) God's plan of saving men through Christ is like the 
effect of the fall of men through Adam (v. 12-21). 

3. This doctrine is defended against the charge of leading 
men to go on in sin. 

(1) Believers are risen in Christ to newness of life (vi. 1- 
14). 

(2) They are bound to Christ by the law of obedience and 
love (vi. 15-vii. 6). 

4. Christ, not the law, alone destroys sin (vii. 7-25). 

5. Those who are in Christ are absolutely secure (viii.). 
They are freed from the law (vs. 1-8), possess the indwelling 
Spirit (vs. 9-13), are the children of God, and their suffer- 
ings are not inconsistent with their adoption (vs. 14-28) ; 
they are chosen, called, justified (vs. 29-34), and nothing can 
separate them from Christ's love (vs. 35-39). 



86 WESTMINSTER NORMAL OUTLINES. 

II. The Rejection of the Jews and their Final 

Conversion (chaps, ix.-xi.). 

This rejection is consistent with God's promises (ix. 1-5). 

1. God lias always been sovereign in conferring grace 
(ix.). ^ 

2. Salvation has always been by faith, and the unbelief of 
Israel has often been recognized by the prophets (x.). 

3. " The election/' or the true Israel, have obtained the 
promises (xi. 1-10). 

4. The blindness of the outward Israel shall continue only 
till " the fullness of the Gentiles" shall have been brought in 
(xi. 11-36). 

III. Practical Exhortations.. 

1. To duties of the Christian life (xii.). 

2. To duties involved in civil and social relations (xiii.). 

3. To mutual respect for each other's opinions in the mat- 
ter of days and meats (xiv. 1-18). 

4. To charity (xiv. 19-xv. 13). 

5. Concluding remarks, salutations and benediction (xv. 
14-xvi. 27). 

IV. The Date of the Epistle. 

From Rom. xv. 25, 26 and Acts xx. 1-3 we conclude it 
was written from Corinth (Rom. xvi. 1) as Paul was about 
leaving, early in A. D. 68. 

V. Peculiarities. 

1. This Epistle is the most systematic exhibition of Chris- 
tian doctrine in the Bible. But only a part of the Pauline 
doctrines is here treated — that part relating to sin and salva- 
tion through Christ. The nature of God, the person of 
Christ, the resurrection of the body, are more fully devel- 



PAUL'S THIRD MISSIONARY JOURNEY. 81 

oped in the Epistles to the Ephesians, Colossians and in the 
First Epistle to the Corinthians. 

2. No Epistle has been so often quoted or commented on. 
Luther says, " This Epistle is the masterpiece of the New 
Testament and the purest gospel. It can never be too much 
read or studied, and the more it is handled, the more pre- 
cious it becomes and the better it tastes." 

3. It is remarkable that the only Epistle addressed to the 
Roman church is the clearest exhibition of the doctrine of 
justification by faith, which doctrine destroys Roman Cath- 
olicism ; and this same letter is a complete refutation of the 
claim that Peter was the bishop of Rome for twenty-five 
years. 



LESSON XIX. 



FIRST AND SECOND CORINTHIANS: EPISTLES OF PAUL'S 
THIRD MISSIONARY JOURNEY (Concluded). 

I. First Corinthians. 

Written from Ephesus [compare above, XVII. 2., B. (b)~\. 

On the church at Corinth compare Lesson XVI., I. 2, 
and Lesson XVII. 

The purpose of the Epistle is explained by its analysis. 
It consists of— 

1 . A salutation and thanksgiving for the grace which the 
church has received (1 Cor. i. 1-9). 

2. Reproof of their divisions (ch. i. 10-iv. 21). 

There was in Corinth a Pauline party, an Apollos party, 
a Petrine party, and a " Christ party ;" but we are probably 
to understand by these rather strong tendencies than actual 
fictions. The Apollos party doubtless laid stress on the 

F 



82 WESTMINSTBE NORMAL OUTLINES. 

philosophic and cultured side of religion, and sought to har- 
monize the gospel with philosophy. The Petrine party were 
certainly Judaistic in their tendencies, and, though there is 
no evidence that they went so far as did the Galatian Juda- 
ixers, they were probably the most bitter in their attacks on 
Paul. The Pauline party held to the apostle, but doubtless 
erred, because of the opposition of others, in asserting too 
broadly their liberty. The " Christ party " may have been 
a reaction against these other divisions, and may have sought 
to reach nearer to the truth by rejecting all apostolic author- 
ity. (This party is a great puzzle ; see Neander's Planting 
and Training, pp. 222-230.) These parties in the church 
are of course to be distinguished from the rest who held the 
genuine apostolic doctrine. Each was an exaggeration of a 
truth, but their evil influence threatened fatal results. There- 
fore Paul refused to head any party (ch. i. 13-17), rebuked 
trust in philosophic culture (i. 18-31), yet declared the gos- 
pel to have a profound wisdom of its own (ch. ii.), set forth 
the true relation in which apostles and preachers stand to 
the Church, so that God may have the glory, and commands 
them all to obey him as their spiritual father (chs. iii. and 

3. Instruction as to the case of immorality which had been 
reported (ch. v.). 

4. Reproof of the quarrelsomeness of some, and of the 
tendency to immorality in others (vi.). 

5. A treatment, at their request, of the questions concern- 
ing marriage and divorce (vii.). 

6. The question concerning the use of meats offered to 
idols, and of the duty of mutual charity in the matter 
(viii.). 

7. A vindication of his own office, character and conduct 



PAUL'S THIRD MISSIONARY JOURNEY. 83' 

8. Warning, from the example of ancient Israel, against 
idolatry and immorality, with another statement of the law 

of liberty and love (x.). 

9. Instruction as to the position of women in the church 
(xi. 2-16), as to the reverent observance of the love-feasts 
and the "Lord's Supper (xi. 17-34), and as to the mutual re- 
lations and orderly employment of spiritual gifts (xii.-xiv.). 

10. Proof of Christ's resurrection, and of that of his peo- 
ple (xv.). 

11. Instruction as to the collections for the saints, with 
concluding messages (xvi.). 

[See especially, on this Epistle, Conybeare and Howson\s 
Life and Epistles of St. Paul, vol. ii., pp. 30-32, and Al- 
ford's Prolegomena to the Epistle, sect, vri., 2 and 3.] 

II. Second Corinthians. 

Written from Macedonia in the summer or autumn of 
A. D. 57. Paul had received through Titus news of the 
settlement of the case of discipline and of the affection 
of most of the church for him, yet of the persistent en- 
mity of some. The Epistle therefore is of a very personal 
character, was probably written rapidly, bears evidence of 
deep emotion, is eloquent and impassioned, but therefore 
also less regular in its form than the other Pauline epis- 
tles, and difficult of analysis. "In no other epistle are 
[the matter and style] so various, and so rapidly shifting 
from one character to another. Consolation and rebuke, 
gentleness and severity, earnestness and irony, succeed each 
other at very short intervals and without notice " {Alford). 
It consists of — 

1. A familiar statement of his troubles, and yet of his 
joy in his readers, together with his satisfaction with the 
report brought by Titus (chs. i. and ii.). 



s * WESTMINSTER NORMAL OUTLINES 

2. A declaration of his apostolic way of life, his boldness 
and hope, his conception of his mission, a vindication of 
his conduct, and a loving appeal to the church (chapters 
iii.-vii.). 

3. Instruction in the matter of benevolence (chapters viii ., 

ix. . 

4. A renewed vindication of himself in opposition to the 
pretensions of false teachers (chapters x.-xiii). 

III. Doctrinal Results of the Period. 

The final inspired statement given of the way of salva- 
tion. The gospel in its distinction from the law fully ex- 
hibited. From the above four epistles we can deduce the 
whole theology of salvation : Universal depravity and guilt, 
the work and limits of the law, the atoning death of Christ, 
the source and character of Christian life, the sovereignty of 
God in the conferment of grace and the responsibility of 
man, salvation by grace through faith, legal, vital and spir- 
itual union with Christ the substance of eternal life, a free 
gospel for all the world ; expectation of Christ's advent, of 
universal judgment, of the resurrection of the body and of 
the glories of heaven. All these are here taught. The his- 
torical relations, be it noted again, of Jew and Gentile, 
formed the occasion for this development of doctrinal state- 
ment, and therefore the way of salvation, rather than the na- 
ture of God or the nature of Christ (though incidental state- 
ments in regard to these were not wanting), was the side of 
truth to w r hich the thought of the Spirit in the Church first 
gave expression. 

Test Problems. 

Give analysis of each of the above epistles. 
Sum up the results of the period. 






PAUL'S ARREST AND IMPRISONMENT. 85 

LESSON XX. 

PAUL'S ARREST AND IMPRISONMENT. 

Sources are Acts xxi. 17-xxviii. 16. 

I. The Arrest. 

Paul was cordially welcomed at Jerusalem, not only by 
James and the elders (xxi. 18-20), but also by such others 
of the Church as he met (v. 17). The false reports, how- 
ever, which had been circulated about him among the Jew- 
ish Christians (v. 21) led the elders to suggest that the per- 
formance by him of some act of Jewish ceremonial would 
help to remove their prejudices (23, 24). Paul therefore 
joined himself with four men who were fulfilling a vow, 
and remained with them in the temple until the seven days 
of their vow were nearly ended (v. 26). [He must have 
joined them after their vow had been partly fulfilled, on 
the third or fourth day. See Acts xxi v. 11.] Certain 
Asiatic Jews, however, recognized him, and raised a mo') 
against him under the false plea that he had brought Greeks 
into the temple (vs. 27-29). A great tumult ensued; Paul 
was seized, and would have been killed (vs. 30, 31) had not 
Claudius Lysias, commander of the Roman guard, interfered 
to stop the riot and arrested Paul (vs. 31-33). Protected 
by the guard and followed by the mob (vs. 35, 36), Paul 
was taken into the enclosure of the castle Antonia, and then, 
having by a partial explanation (vs. 37-39) gained permis- 
sion from the Roman tribune, he addressed the people in 
their native tongue (v. 40). 

II. Paul's Defence before the Jews. 

Paul's address to his countrymen (Acts xxii. 1-21) was 
well adapted to his audience. He first related his Jewish 



WESTMINSTER NoRMAL OUTLINES. 

lineage and early strict observance of the Law, courteously 
imputing to his hearers only such zeal for God as he him- 
self had had (v. 3). He then told how he had persecuted 
Christians, of the memorable journey to Damascus, the appear- 
ance to him of Jesus of Nazareth, and the divine message 
which was sent to him through Ananias, a devout Jew (vs. 
4-16). From this he passed to the vision and message from 
the Lord which came to him in the temple when he was in 
Jerusalem for the first time after his conversion (v. 17). In 
that vision God had bidden him leave Jerusalem because the 
Jews would not receive his testimony (v. 18). Paul told 
how he had in reply pleaded his former persecution of the 
Church, apparently as a reason why he should now, for a 
while at least, labor among his own people (vs. 19, 20), but 
that God had positively commanded him to depart, because 
his work was to be among the Gentiles (v. 21). 

The defence in substance was that he had acted through- 
out only in obedience to the God of Israel. To him, a strict 
Jew, Christ had appeared, and to him, eager to labor among 
Jews, the Gentile mission had, again by divine authority, 
been entrusted. The speech was conciliatory, was so worded 
as to give least offence [observe that the word " Jesus " was 
only once used (v. 8)], and presented the argument which 
a Jew would be most likely to appreciate. At the same 
time it was candid and fearless. 

But at the word " Gentiles " the riot broke out afresh (vs. 
22, 23), so that the tribune, unable to understand what had 
occurred, took Paul into the castle, and would have exam- 
ined him by scourging had not the apostle made known his 
Roman citizenship (vs. 24-29). In consequence of this the 
tribune on the next day bade Paul's accusers again appear 
against him (v. 30). When, however, the Council assem- 
bled, Paul, doubtless perceiving their determined malic;*, 



PAUL'S ARREST AND IMPRISONMENT. 87 

abandoned argument and loudly declared himself a Phar- 
isee, and that he had been attacked for believing in the doc- 
trine of the resurrection (xxiii. 1-6). This had the effect of di- 
viding the Pharisees present from the Sadducees, for the for- 
mer dared allow nothing which might be used against them 
by the latter, and the necessity of maintaining the doctrine 
of the resurrection overbalanced their desire to deny the fact 
of the resurrection of Jesus. Whilst all were at one in 
hatred of Paul for preaching to Gentiles and affiliating with 
them, they divided on the question of the resurrection. 
Losing sight of the former point, they fell into opposing 
bodies on the latter. So high ran their dispute that the 
tribune again interfered, and brought Paul into the castle 
(vs. 7-10). 

That night the Lord appeared to encourage the apostle, 
and to say that he must bear his testimony also in Rome (v. 
11). The discovery through Paul's nephew of a plot of the 
Jews to assassinate the apostle (vs. 12-22) led Lysias to de- 
spatch him under guard, on the night following, to Csesarea, 
where he was delivered to the tribunal of Felix the procu- 
rator (vs. 23-35). 

III. Paul at Cjesarea. 

1. Defeiwe before Felix (Acts xxiv.). 

Five days after Paul's arrival in Caesarea (v. 1), twelve 
days after his arrival in Jerusalem (v. 11), the Jews appeared 
before Felix, and through Tertullus, an advocate, in a speech 
of fulsome flattery (vs. 2-4) laid charges against Paul (v. 1) 
of violating the Jewish religious law and of exciting sedi- 
tion among the Jews (vs. 5-9). These were such charges as 
the procurator could take cognizance of 

Paul, in reply, denied the charge of sedition, and defied 
his accusers to prove it (vs. 12, 13) ; professed himself a 



ss WESTMINSTER NORMAL OUTLINES. 

faithful worshiper of the God of his fathers, though in ac- 
cordance with Christian views; related the object of his visit 
to Jerusalem and the true nature of the tumult (vs. 14-18); 
and finally pointed out that his original accusers were not 
present (v. 19), while those who were present could prove 
nothing against him except that before the Council he had 
confessed his faith in the doctrine of the resurrection (vs. 20, 
21). The speech was courteous toward Felix, but not adu- 
latory (v. 10), and acutely advanced considerations which in 
the eye of the Roman tribunal would have weight — viz. 
that he had not departed from the religion of his fathers, 
was not seditious, and had no qualified accusers. It pro- 
duced the desired effect on the procurator; yet the latter, 
hoping to obtain money from the prisoner, kept him in mod- 
erate confinement for two whole years, and finally, when 
succeeded in office by Porcius Festus, left Paul bound (vs. 
22-27). Felix in this showed himself the grasping, un- 
scrupulous, and yet superstitious (vs. 24, 25) tyrant which 
history describes him. 

2. Defence before Festus and Agrippa (xxv., xxvi.). 

Shortly after his accession Festus went up to Jerusalem. 
While he was there the Jews renewed their charges against 
Paul, and asked that he be brought to Jerusalem to be tried, 
intending, however, to kill him on the way (xxv. 1-3). 
Festus refused (vs. 4, 5), but immediately on returning to 
Csesarea had Paul and his accusers again brought together 
(vs. 6, 7). The latter made many and various charges, ac- 
cording to whatever seemed likely to succeed, none of which 
they could prove, and all of which Paul denied (v. 8). 
There was no case against the apostle, but Festus, to please 
the Jews, asked him if he would go to Jerusalem to be tried 
(v. 9). Paul well knew that this would be signing his own 
death-warrant ; so, falling back on his Roman citizenship, 



PAUL'S ARREST AND IMPRISONMENT. 89 

and doubtless remembering the Lord's words that he should 
go to Rome (xxiii. 11), he appealed to Caesar (vs. 10, 11). 
This baffled the Jews, and the procurator could only wait 
for an opportunity to send the prisoner to Rome. 

When, however, Agrippa II. and his sister Bernice (see 
Westminster Bible Dictionary) paid a visit of salutation to 
the new procurator, Festus, with the professed wish to ob- 
tain charges against Paul to be forwarded to Csesar, and de- 
siring also to compliment his guest, who, as a Jew, would 
be likely to understand the case, had Paul brought before 
them to defend himself (xxv. 13-27). 

Speaking now before the Jewish king (xxvi. 2, 3), the apos- 
tle related the character of his early life and his constant 
adhesion to the ancient faith (vs. 4-8), recounted briefly the 
miracle of his conversion (9-16) [there was here no need to 
bring out the part which Ananias had taken, and hence the 
account is compressed], and his divinely-given mission to 
the Gentiles (vs. 17, 18), and declared that it was merely for 
his obedience to this noble and predicted work that the Jews 
sought his life (vs. 20-23). Agrippa, with his Gentile cult- 
ure, would be likely to see the folly of Jewish bigotry. 
Festus, however, only the more regarded Paul as a fanatic 
(v. 24), and Agrippa contemptuously repelled Paul's earnest 
appeal to him to side with the truth (vs. 26-29). At the 
same time the king acknowledged that there was no just 
cause of complaint against the prisoner, and that, but for 
his appeal to Csesar, he might be set free (vs. 30-32). The 
appeal to Csesar "at once arrested all judicial proceedings, 
and removed a case from the jurisdiction of an inferior 
court" (Lechler in Lange). "The circumstances [did] not, 
in PauFs view, require him to demonstrate his personal in- 
nocence; he accordingly [proceeded] to vindicate his mission 
and labors as an apostle, and at the same time to defend 



90 WESTMINSTER NORMAL OUTLINES. 

Christianity itself. The discourse is distinguished by a joy- 
ful spirit, a lofty tone and a boldness which was certain of 
ultimately obtaining the victory. It is essentially aggres- 
sive, whereas the address in ch. xxii. w r as, strictly speaking, 
defensive in its character" (ibid.). 

IV. The Voyage to Rome (Acts xxvii.-xxviii. 15). 

At last, in the autumn (xxvii. 9, 12) of a.d. 60, Paul, 
with other prisoners, w r as sent in the charge of a Roman 
centurion to Rome (xxvii. 1). The intention being to reach 
Rome by way of the Asian coast, the party sailed in a ship 
of Adramyttium (v. 2) from Csesarea, and, having touched 
at Sidon (v. 3), went to the north of Cyprus (v. 4), and so 
reached Myra in Lycia (v. 5). There they embarked in an 
Alexandrine ship for Italy (v. 6). The voyage, however, 
proved disastrous. It was already late in the year, though 
hardly too late for navigation, but the winds were steadily 
against them (v. 7). With difficulty they passed the prom- 
ontory Cnidus (v. 7), and, finding the northern route to Italy 
impossible, they sailed by a more southerly course till they 
reached the eastern end of Crete (v. 7), and then passed 
along the southern coast of that island to a harbor called 
' * Fair Havens" (v. 8). Against the advice of Paul, they 
determined to push on to the more commodious harbor of 
Phenice, which lay on the south-west coast of Crete, purpos- 
ing there to winter (vs. 9-12); but the favorable southerly 
breeze changed to a hurricane from the north-east, which 
drove them in a fierce sea to the south-west (vs. 13-16). 
Until the fourteenth day (v. 27) they were at the mercy of 
the storm (vs. 17-20), during which time Paul alone gave 
them courage (vs. 21-26). At length, at night, the sound- 
ing-lead told of their being in shallow water and betokened 
the approach to land (vs. 27, 28). Throwing anchors from 



PAUL'S ARREST AND IMPRISONMENT. 91 

the stern of the ship, they waited for the day (v. 29). At day- 
break they discovered an island not far before them (v. 39); 
so, lifting the anchors, they made for shore (v. 40), but, 
being caught between two seas, the ship ran aground and 
began to go to pieces (v. 41). The whole company, however, 
escaped safely to shore (vs. 42-44), according to the predic- 
tion which Paul had made (vs. 33, 34). 

The island proved to be Melita [now Malta], (xxviii. 1), 
and there they remained three months (v. 11). They were 
kindly treated by the inhabitants, for whom the apostle 
wrought many miracles (vs. 2-10). Finally, they embarked 
in another Alexandrine ship (v. 11), and, having touched at 
Syracuse (v. 12) and Rhegium (v. 13), reached the port of 
Puteoli (v. 13) in Southern Italy. After remaining with 
the brethren in Puteoli for seven days, the apostle, under 
charge of the centurion, " went toward Rome" (v. 14). He 
was met by brethren from the city at Appii Forum and at 
the "Three Taverns " — the former "about forty-three," and 
the latter about thirty-three, miles from Rome — by whom 
he was escorted to the capital (v. 16), where the prisoners 
were delivered into the hands of the prefect of the imperial 
guard. It was then early in the spring of A. D. 61. 

The exact character of the narrative of this voyage be- 
trays the presence of Luke (notice the "we" throughout). 
His use of nautical terms is singularly accurate. The ac- 
count gives a vivid exhibition of the dangers to which the 
apostle was exposed, his own composure and trust, and the 
certain purpose of God to lead his servant thus to the goal 
of his desires. 

Test Problems. 

1. State the arguments of Paul in his three great apologies. 

2. Show the fitness of each argument to the immediate circumstances. 

3. Trace the route of the voyage to Kome. 



92 WESTMINSTER NORMAL OUTLINES. 

LESSON XXI. 

PAUL IN ROME, A. D. 61-63. 

Sources: Acts xxviii. 17-31 ; Colossians; Ephesians; Philemon; Philip. 

I. Paul's Life in Eome. 

From the Acts we learn that shortly after reaching Rome 
Paul had a conference with " the chief of the Jews " to ex- 
plain to them his case (xxviii. 17-20). Since they professed 
ignorance of him and contempt for the Christian "sect" 
(vs. 21, 22), he appointed a day on which he set before them 
at length the scriptural proof of the gospel (v. 23). Few, 
however, believed, and once more Paul turned to the Gen- 
tiles (vs. 24-28). The Jews' apparent ignorance (v. 22) of 
the Church in Eome, if real, may be readily explained by 
the immense population of the city ; or, if only apparent, 
as is more probable, by their haughty contempt for the 
"sect." It was indeed a very small body in comparison 
with their own. 

For at least two years Paul remained in Rome under 
guard, but in his own hired house, waiting the decision of 
his case (v. 30), meanwhile freely preaching to all who came 
to him (v. 31). 

From the epistles of this period we can glean other fea- 
tures of Paul's life in the capital. References to his im- 
prisonment are made in Eph. iii. 1; iv. 1; vi. 20; Phil. 
i. 13; Col. i. 24; iv. 3; Phile. 10. His labors in the gos- 
pel while under confinement are implied in Eph. vi. 19, 20; 
Phil. i. 13; Phile. 10. Very little is said of his relations 
to the Christians at Rome, and in the latter part of his im- 
prisonment the Philippian church contributed to his support 
(Phil. iv. 14). Only a few salutations from brethren in 



PAUL IX ROME. 93 

Rome are found in the epistles written from there (compare 
Col. iv. 10-14; Phile. 23, 24); but this is explained partly 
by the purposes with which they were written, and partly 
because comparatively few in Rome may have been known 
to the Eastern churches. At the same time the greeting of 
"all the saints" to the Church at Philippi (Phil. iv. 22) suf- 
ficiently indicates Paul's cordial relations with the brethren 
in the metropolis. 

The expressions used in Phil. i. 15-17 show that there 
were various elements in the Roman church. Since the one 
side maliciously opposed Paul (16), we infer that the dif- 
ficulty between them was the old Judaistic one (compare also 
Phil. iii. 2). His charity rose superior to their malice, and 
he persevered in his own work. The controversy in its old 
form was indeed now rather worn out. It had been so often 
decided in Paul's favor that he could afford to treat it more 
lightly than before; nor were the chances of Judaistic suc- 
cess so great in Rome as in Galatia. 

He was, however, more troubled by the report of new dif- 
ficulties which had risen in the East, and especially in Co- 
losse. On the precise nature of these see below (II., 1, A). 
These led him to address an epistle to the church at Colosse 
on the subject, together with which he sent a short one on a 
private matter (see below, II., 1, B) to Philemon, a member 
of that church. At the same time also he wrote one of a 
more general character, though likewise suggested by the 
rising errors, to Ephesus. 

Again, at a later period (Phil. ii. 24-26 implies that time 
enough had elapsed for four journeys to have taken place 
between Rome and Philippi; the apostle's state of mind also 
is different in the Philippians from that reflected in Colos- 
sians and Philemon) he sent another letter of a rather gen- 
eral character to his much-loved Church at Philippi. The 



94 WESTMINSTER NORMAL OUTLINES. 

apostle therefore was still actively em ployed with the care 
of his Gentile churches. 

Paul's imprisonment lasted probably a little more than 
two years. Even in the Epistle to Philemon (22) he 
speaks hopefully of his release. In the Philippians he 
is evidently expecting it soon (Phil. i. 25 ; ii. 23, 24). Yet 
at the same time the tone of the latter epistle (see especially 
Phil. i. 12, 13) seems to indicate that his earlier easy con- 
finement had given place to a more rigorous one. Alford 
places this change in connection with the death of Burrus 
(a. d. 63), a noble-minded prefect, and Xero's increasing 
cruelty (Proleg., iii. 6). That Paul was released and en- 
tered again on missionary work is proved by the " Pastoral 
Epistles," the evidence of the later composition of which 
will be considered in the next lesson. How his release was 
effected we do not know. 

II. Epistles Weitten at Rome. 

1. Earlier Period. 

A. Epistle to the Colossiaxs. 

On the situation and history of Colosse see Bible Diction- 
ary. It is probable (from II. 1) that Paul was not the foun- 
der of the Colossian church. Epaphras, their " minister/' 
was doubtless one of the chief agents in its organization 
(i. 7, 8; iv. 12, 13). If Paul had not been there, its organ- 
ization must have been later than the tour mentioned in 
Acts xviii. 23. Philemon, however, a prominent member 
of the Church in Colosse, was one of Paul's converts (Phile. 
19), and salutations to the Church and to Philemon are 
sent by Paul's companions (Col. iv. 10-14; Phile. 23, 24). 
The church therefore clearly belonged to the circle of Paul- 
ine churches, and may have been founded (so Alford) by 



PAUL IN ROME. 95 

his co-laborers or converts during his residence in Ephesus 
(Acts xix. 10). 

The occasion of the Epistle may be inferred from its con- 
tents. Epaphras had brought (i. 7, 8) news of their gen- 
eral fidelity in the gospel, but also of certain dangers to 
which they were exposed. These were from false teachers 
(ii. 4). The new doctrine aimed to introduce Jewish cere- 
monialism (ii. 16), and with it the worship of spirits (ii. 18) 
and asceticism (ii. 23). It had, however, a professed speculative 
basis (ii. 8), and tended to turn men from simple faith in 
Christ to dependence on mystical rites and works of the 
flesh. In this new doctrine, therefore, we recognize a Jew- 
ish source, and yet a different error from that of the earlier 
Judaizers. It was chiefly the offspring of Oriental mysti- 
cism, by which many of the later Jews were infected. It 
combined asceticism and ritualism with free speculation, and 
was opposed, as much as the earlier doctrine of the Juda- 
izers, to the doctrine of faith. Its appearance in Colosse 
was the beginning of a long series of errors, developing out 
of each other, which reached through the second century, 
and became finally known as Gnosticism. In Colosse, how- 
ever, it had as yet only exhibited itself in its earliest and 
crudest forms. We shall see another stage of its growth 
noticed in the Pastoral Epistles. It was therefore both an 
old and a new antagonist to the gospel; 

The Epistle, therefore, consists of — 

1. Thanksgiving for their faith (i. 1-8), and prayer for their 
increase in spiritual knowledge (i. 9-13). [The fundamen- 
tal idea of Gnosticism was that of a true knowledge, supe- 
rior to the crude state of mere belief. This knowledge was 
esoteric and speculative.] 

2. An exhibition of the sufficiency of Christ in his per- 
son and his redeeming work (i. 14-ii. 3). [This was de- 



WESTMINSTER NORMAL OUTLINES 

s g I to meet the temptation of his readers to depend on 
other spirits or their own works or speculation-.] 

3. Direct application of the above to his readers in view 
of their new dangers < ii. 4-iii. 4 . 

4. A statement of the true kind of self-denial — viz.. die 
destruction of si iii. 5—17 . and of the duties which they 
owed to each other in the several relations of lite (iii. 18- 
iv. 6 . which the false doctrine tended to obscure, and which 
the very novelty of Christianity itself sometimes tempted 
them to disregard. 

5. Personal messages iv. 7-18 . 

B. Epistle to Philemon. 

Philemon was a member of the Colossian church. Ones- 
imus. >f his 16 . had. we may suppose, commit- 

ted s ime nd run away 11 . and had in Rome been 

rte in ler Paul 10). The apostle was desirous of 

enabling Onesimus to repair hi- former fault and restore 
him to Philemon, and therefore sent him with Tychicus to 
bear this Epistle to the church ar Oolosse. This brief letter 

Paul sent at the same time to Philemon, commending the 
former slave, but now Christian brother, to his former mas- 
ter, and tenderly entreating Philemon to forgive his servant's 
fault. The Epistle is noteworthy for its personal, affection- 
ate character, and for the pathetic beauty of the plea made 
for Onesimus (see vs. 7. 9. 12. 13. 17. 19. etc. . 

C. EPISTUE To THE EpHE-IAX-. 

On Ephe-us. the founding of the church and Paul's life 
in the city, see above. 

That the Epi-tle was written and sent at the same time as 

that to ( losse is shown by the fact that Tyrhicus was also 

earer (vi. 21. 22u and -till more by the similarity of 



PAUL IN ROME. 97 

tone in both. Many have regarded it as a circular letter to 
the churches in Asia, and argue from the omission in two 
of the oldest MSS. (Vat.; Sin.) of the words " which are in 
Ephesus" (i. 1), and from certain internal considerations 
(see Conybeare and Howson's Life and Epistles of St. Paul, 
vol. ii. pp. 395-398). The omission in the two MSS. of the 
name may, however, be more easily accounted for by the 
general character of the Epistle than the insertion of the 
words in the other MSS., and the internal argument against 
the common title is hardly sufficient. (See AlforcFs Proleg., 
where also the patristic evidence is well stated.) 

The object of the Epistle was to exhibit a complete view 
of the Church in its spiritual union with Christ. This is 
grandly done. The language is sublime, the thought is pro- 
found, and the line of argument is very subtle. Alford (in 
Prolegomena) well points out that this Epistle contains the true 
doctrine concerning the Church suggested by way of contrast 
with the errorists of Colosse, but which was not worked out 
in the Epistle to the latter place. It consists of — 

I. A doctrinal part (i.— iii.), which sets forth (1) the bless- 
edness of the elect as the redeemed of God, sealed by the 
Spirit unto participation in Christ risen and glorified 
(i.-ii. 10); (2) the unity of all believers in Christ (ii. 11- 
22), involving the call of the Gentiles (iii. 1-12), and 
concluding with a sublime prayer and doxology (iii. 13- 
31). 

II. A hortatory part (iv.-vi.), which urges, on the basis of 
the unity of the Church in Christ (iv. 1-13), loving fidelity 
to the truth (iv. 14-16), holiness, charity, purity, unworld- 
liness (iv. 17- v. 20), obedience to each other in the several 
relations of life (v. 21— vi. 9), and finally exhorts in a splen- 
did peroration to ardor in the Christian warfare by the power 
of prayer (vi. 10-20). 

9 G 



98 WESTMINSTER NORMAL OUTLINES. 

There should be especially noted (1) the frequent use of 
the phrase "in Christ" or its equivalents (i. 3, 4, 6, 7, 10, 
11, 13, 15, etc.); (2) the use of the word " Church " (i. 22 ; 
iii. 10, 21 ; v. 24, 25, 27, 32) in its highest sense to denote 
the whole body of believers, and the descriptions of it as the 
mass of the elect of God (i. 4-12, etc.), as the body of Christ 
(i. 23; iv. 13, 16; v. 30), as the temple of God (ii. 20-22; 
see also iii. 19), and as the bride of Christ (v. 24-27) ; and 
(3) the exhibition of the glorious person of Christ (i. 10, 
20-23 ; ii. 20 ; iv. 7-13). The glory of the Church is thus 
shown to rest on the eternal purpose and almighty power 
(i. 19; ii. 10, etc.) of God the Father, on the redemptive 
work and love of, and her union with, Christ, and on the 
possession of the Spirit — all which unite to produce her final 
perfection (i. 18; iii. 14-19; iv. 13, etc.). The phrase "in 
Christ" epitomizes the main idea of the Epistle, as indeed 
it does of the whole gospel itself. 

The student should compare Acts xx. 18-35 (remember- 
ing the circumstances under which it was uttered) with thir 
Epistle, and note the similarity of thought. Thus, compar* 
Acts xx. 21 with Eph. i. 13; ii. 1-5, 11, 18; iii. 6; iv. 24> 
etc.; Acts xx. 24, "the ministry I have received," with 
Eph. iii. 7, 8, and " grace of God " (so also v. 32, " word of 
his grace ") with Eph i. 6 ; ii. 5, 7, 8, etc. ; Acts xx. 27, "coun- 
sel of God," with Eph. i. 5, 9, 11 ; ii. 10; iii. 3, 9, 11, etc.; 
Acts xx. 28, " Church which lie hath purchased," etc., with 
Eph i. 7; ii. 13; v. 25-27; Acts xx. 28-31, "Take heed/' 
etc., with Eph. iv. and v., especially v. 6, 7 ; Acts xx. 28 > 
"Holy Ghost hath made you overseers/' with Eph. v. 11- 
13; and Acts xx. 32, "build you up," with Eph ii. 20-22 



PAUL IN ROME. 99 

II. Epistles Written at Rome. 

2. Later Period. 
Epistle to the Philippians. 

On the church at Philippi see above. 

The occasion of the Epistle was the return to Philippi of 
Epaphroditus (ii. 25), who had brought a gift to Paul from 
that Church (iv. 10). 

It had no special object except to express the apostle's 
love for them and to warn them against certain dangers 
until Timothy and himself should come (ii. 19-24). 

In it the apostle writes — 

1. Of his joy in them (i. 3-8), his prayers for them (9-11), 
his success in the gospel even while in bonds and amid op- 
position (12—22), his expectation of seeing them again (23- 
26), and his desire for their fidelity (27-30). 

2. Of the duty of peace and unity, illustrating it by the 
example of Christ (ii. 1-18), adding a few words about the 
sending of Timothy and Epaphroditus. 

3. Of the danger to which they were exposed from Juda- 
izers, and of his own record and faith in contrast to the er- 
ror ists (iii.) ; concluding with — 

4. A few messages, encouragement, benediction and thanks 
for their gift (iv.). 

The Epistle is very personal in character and warmly af- 
fectionate in tone; none of the other epistles show us so 
much of the tenderness of the writer's heart. As affording 
insight into Paul's own spiritual life it is of great im- 
portance, showing as it does his resignation, his joy in 
Christ, his sense of the glory of Christ, his love for his 
converts, his desire for peace, and yet determined convic- 
tions, and the eagerness of his own pursuit after holiness 
and the knowledge of Christ. 



100 WESTMINSTER NORMAL OUTLINES. 

III. Doctrinal Results of the Period. 

In opposition to the new errors, the person of Christ, as 
the sufficient ground of his people's trust, has been exhibited 
— his pre-existenee, incarnation and humiliation, his com- 
plete revelation of God because himself divine, the (1) peace- 
making and unifying power of his death, his (2) subsequent ex- 
altation, his fullness of spiritual gifts and life, his perfect 
and intimate union with his Church. Suggested by the union 
of Jew and Gentile in Christ, the idea of the universal Church 
has been expressed and its unity unfolded. From both of 
these, also, the relation of each person of the Trinity to the 
Church has been brought out — the Father purposing redemp- 
tion through Christ, and choosing and creating believers; the 
Son loving the Church, redeeming her and uniting her with 
himself; the Spirit sealing to her the possession of Christ and 
pledging its completion. Thus the doctrine of the Trinity 
itself was more clearly exhibited. In the former periods of 
Paul's work he had discussed rather the way of salvation 
(the necessity for, and method of, justification, etc.); in this 
he has discussed rather the person of the Redeemer, and his 
relations to his people. 

Test Problems. 

1. Tell what we may learn from the Epistles of Paul's life in Koine. 

2. State the occasion for the Epistle to the Colossians, and show how it 
met the wants of its readers. 

3. Give the purpose and general argument of the Epistle to the Ephe- 
sians. 

4. Show the state of Paul's mind as reflected in the Epistle to the Phi- 
lippians. 

5. Show what was taught concerning the person of Christ in the.-e 
epistles. 



PAUL'S LAST YEARS. 101 

LESSON XXII. 
PAUL'S LAST YEARS (A D. 63-68). 

Sources : First and Second Timothy ; Titus ; quotations from early 
writers. 

I. Paul's Work after his Release. 

1. Proof of his release and subsequent labors. 

A. That Paul was released from the imprisonment with 
which the Acts of the Apostles concluded is rendered prob- 
able by the statements of certain early writers. Thus (see 
Alford's Proleg. to last Epistles, viii. 2) Clement of Rome 
(a. d. 90-100) wrote that " Paul, having been a preacher 
both in the East and in the West, obtained the excellent 
honor due to his faith, having taught the whole world right- 
eousness, and having come to the limit of the West, and 
having borne his testimony before the rulers" (1 Cor. ch. 
5). Some interpret "the limit of the West" to mean Rome, 
but without any probability. 

The Canon of Muratori (about A. d. 170) has an ob- 
scure and corrupted sentence to the effect that Luke relates 
only what came under his own observation; and the fragment 
then refers to the martyrdom of Peter as being alluded to 
by Luke (xxii. 31-33), and to " the departure of Paul from 
the city w T hen he was going to Spain," probably as being 
omitted by Luke — a sentence which at least implies the tra- 
dition of the journey to Spain. 

Eusebius (a. d. 325) in his history, after referring to the 
conclusion of the Acts, says: " Report has it, however, that 
the apostle, having at that time made his defence [success- 
fully], again went forth to his gospel ministry, and a second 
time having come to the same city [i. e. Rome], finished his 
9 * 



WESTMINSTER NORMAL OUTLINES. 

testimony [/. e. by death] under [Nero]." Other testimony 

to this primitive tradition occurs in Chrysostom and Jerome. 
These statements, and especially the first, create a strong 
probability in favor of Paul's release from his first impris- 
onment. 

B. This probability is positively confirmed by the Pastoral 
Epistles, a probable time for the composition of which cannot 
be found in the life of Paul as recorded in the Acts. This 
is shown — 

(a) By the historical references in them. 

From 1 Tim. i. 3; iii. 14, 15 we learn that Paul had left 
Timothy in Ephesus, but had himself gone into Macedonia 
on a journey of an uncertain length, and that Timothy was 
meanwhile to remain at Ephesus. From Tit. i. 5; iii. 12 
we learn that Paul had left Titus in Crete, and was on his 
way to Xicopolis (a city of Epirus), intending there to win- 
ter! From 2 Tim. iv. 6, 10, 11, 12, 13, 16, 17, 20, 21 we 
learn that he had lately been at Miletus, but was now a pris- 
oner in Rome, had made one successful defence, but was ex- 
pecting death — that only Luke was with him, and that he 
wished Timothy to come by way of Troas to Pome. Tim- 
othy was probably (iv. 19, etc.) in Ephesus or its vicinity. 
Xow, the only way in which First Timothy and Titus can be 
inserted in the narrative of the Acts is by supposing, during 
the apostle's long stay at Ephesus (Acts xix.), an unrecorded 
journey to Macedonia and Crete, during the Macedonian 
portion of which he wrote First Timothy, and on his re- 
turn to Ephesus the Epistle to Titus. We have already 
seen that during this period a brief, unrecorded trip to 
Corinth probably occurred. But to suppose a long jour- 
ney to Macedonia and Crete would take out so large 
a portion of the two and a half or three years supposed 
to have been spent in Ephesus that the remainder would 



PAUL'S LAST YEARS. 103 

hardly warrant such an expression as Acts xix. 10, especially 
since, during the latter part of Paul's stay at Ephesus, Tim- 
othy was absent on a mission to Corinth (1 Cor. xvi. 10 ; 
Acts xix. 22), and, when the apostle left Ephesus, rejoined 
him in Macedonia (2 Cor. i. 1). This long journey to Mace- 
donia, on this view, must have occurred during the very 
" space of two years " said to have been spent in Ephesus 
(Acts xix. 10). So far as the Epistle to Titus is concerned, 
besides the difficulty already mentioned, the intention of 
Paul to winter in Nicopolis is apparently inconsistent with 
the intention with which, according to Acts xix. 21 and 1 
Cor. xvi. 6, he left Ephesus, unless we suppose he changed 
his wdiole plan ; nor is the mission of Titus in Crete, and 
the direction given him to go thence to Macedonia, easily 
reconcilable with his mission from Ephesus to Corinth (2 
Cor. vii. 13), unless we again suppose a change of the plan 
mentioned in Tit. iii. 12; nor for any of these supposed 
journeys, except the brief one to Corinth, can any reason 
be given except to find a time for the composition of these 
epistles. 

Second Timothy also clearly does not belong to the impris- 
onment recorded in Acts and referred to in Colossians, Ephe- 
sians and Philippians. He here expects death, and has been 
left nearly alone. Moreover, nowhere in this voyage to Rome 
from Caesarea (Acts xxvii., xxviii.) can a place be found for 
the incidents contained in 2 Tim. iv. 20. Both the narra- 
tive of the Acts and these epistles resist, therefore, the at- 
tempt to insert the latter in the former. 

(b) By the condition of the Church shown in these epis- 
tles. 

They represent the need of caution in the selection of 
church-officers, and thus point to a time when abuses were 
being introduced, and when the care of the Church would 



104 WESTMINSTER NORMAL OUTLINES. 

devolve on her permanent rulers. The false teachers re- 
ferred to represent a later phase in the growth of error than 
even that represented by the references in Colossians. It 
should be noted also that in Acts xx. 29, after his long res- 
idence in Ephesus, Paul speaks of the Ephesian errorists as 
still future. Such an expression would hardly have been 
used if First Timothy had been already called forth by the 
needs of the Church. 

2. Narrative of Events. 

Where Paul went after his release must be largely a mat- 
ter of conjecture. According to the probable interpretation 
of Clement, he went to Spain in fulfillment of his earlier 
wish (Pom. xv. 24). That he continued his missionary 
labors is shown by the Pastoral Epistles, and through them 
we obtain a glimpse into his last years. We find that, hav- 
ing been in Ephesus, he left Timothy there and went him- 
self into Macedonia (1 Tim. i. 3) on a journey of uncertain 
duration (iii. 14, 15). We find that, perhaps during the 
same journey, he went to Crete, left Titus there (Tit. i. 5), 
and was on his way to Xicopolis (iii. 12). It is supposed 
by some that, since Christians were then being persecuted 
by Xero, the apostle sought in Xicopolis a place not only of 
labor, but of greater safety, He was, however, again ar- 
rested and sent to Pome, where he was to be tried as a com- 
mon criminal (2 Tim. ii. 9). Sentence was delayed after his 
first trial (2 Tim. iv. 16, 17), and he was, when last heard 
of, awaiting a second trial, but without hope of release (2 
Tim. iv. 6). With this our knowledge of the apostle ends. 
Tradition places his martyrdom near the close of Xero's 
reign; Jerome says it took place in the fourteenth year of 
Xero (a. d. 68), and this is every way probable. As a 
Roman citizen, he was probably beheaded ; but into the 



PAUL'S LAST YEARS. 105 

maze of legend which later ages have accumulated around 
his name it is impossible to enter with any certain clue. 

II. Epistles of this Period. 

1. First Epistle to Timothy. 

On Timothy see Acts xvi. 1-3 ; xvii. 14, 15; 1 Thess. i. 
1 ; iii. 2, 6 ; 2 Thess. i. 1 ; Acts xix. 22 ; 1 Cor. xvi. 10 ; 2 
Cor. i. 1, 19; Rom. xvi. 21; Acts xx. 4; Col. i. 1; Phil. i. 
1 ; ii. 19; Heb. xiii. 23; 1 and 2 Tim., and trace by these 
references the outline of his life. 

This Epistle was probably written near the close of Paul's 
life — A. D. 66 or 67. It was sent from some city of Mace- 
donia (i. 3), though the form of expression there used may 
perhaps indicate that the apostle had left Macedonia. Its 
object was to give Timothy, and, through him, the church 
at Ephesus, instruction in view of their increasing dangers. 
Timothy had been temporarily left in charge of the church 
at Ephesus. The dangers referred to were two : 

(1) The selection of improper persons as church-officers, and 
thus the influx of disorderly habits of life and worship. 
The apostles were now rapidly passing away, and the Church 
soon would be left to the guidance of her permanent officers. 
Hence it was necessary to secure not only men of proper 
character as officers, but to secure also the faithful teaching 
of the truth (compare 1 Tim. i. 19; iii. 15; vi. 3, etc.; 2 
Tim. i. 13; Tit. i. 9). 

(2) New forms of error. The errorists of the Pastoral 
Epistles were different from those combated in previous epis- 
tles. They were indeed of Jewish origin (1 Tim. i. 7; Tit. 
i. 10, 14; iii. 9), but they not only combined with their Ju- 
daism mystical speculations (1 Tim. i. 4 ; iv. 7 ; vi. 4, 20 ; 
Tit. iii. 9 ; 2 Tim. ii. 14, 16-23 ; iv. 4) and ascetic practices 
(1 Tim. iv. 3, 4; Tit. i. 14), but were also guilty of actual 



106 WESTMINSTER NORMAL OUTLINES. 

immoralities (1 Tim. iv. 1, 2; vi. 5 ; 2 Tim. iii. 1-9; Tit, i. 
10, 16). This latter feature marked them decisively as 
heretics (Tit. iii. 10, 11), and the apostle's tone toward them 
is proportionately severe. Some denied the resurrection, in- 
terpreting it in a spiritual sense (1 Tim. i. 20; 2 Tim. ii. 17, 
18). It is usual to see in these errors the incipient forms of 
Gnosticism. The evil is far advanced beyond the stage re- 
flected in the Epistle to Colosse (Phil. iii. 2 may possibly in- 
dicate a quicker development of the error in Philippi, though 
it is hardly likely) ; and the references in these epistles to 
spiritual genealogies, abstinences from meat, "knowledge 
falsely so called/' united with worldliness and sin, already 
show the head-waters of the great stream of heresy which 
flowed dow r n through the second century. (For a later scrip- 
tural notice of the condition of the Ephesian church com- 
pare Rev. ii. 1-7.) 

The Epistle does not pursue a regular line of thought, but 
gives directions with reference to the above subjects and others 
of an allied nature. 

2. Epistle to Titus. 

On Titus cf. Gal. ii. 1 ; 2 Cor. ii. 13 ; vii. 6, 13 ; viii. 16- 
18 ; 2 Tim. iv. 10. He had been left in Crete for the same 
purpose for which Timothy had been left in Ephesus (i. 5). 
The time of composition was about A. D. 67. The Epis- 
tle was probably written from Asia, before the apostle went 
to Nicopolis, where Titus was to rejoin him (iii. 12). Its 
object was similar to that of First Timothy, and the same 
remarks apply to both. When or by whom the churches in 
Crete were founded is not known, but we may probably 
infer from their condition, as shown in this Epistle, that 
they had been in existence some time. 

The form of composition of this Epistle is similar to that 
of First Timothy. 



PAUL'S LAST YEARS. 107 

3. Second Epistle to Timothy. 

Written from Rome not long before Paul's martyrdom (i. 
8, 12; iv. 6-8). Timothy was probably in Asia (iv. 13, 19), 
but whether or not lie was, as commonly supposed, still in 
Ephesus, may be doubted (ef. expressions used in iv. 12, 20). 
The object of the epistle was chiefly personal. The apostle 
desired to see his " son in the faith/' and meanwhile to en- 
courage and guide him. He expected his own death at any 
time, and, foreseeing the future perils of the Church (iii. 1- 
8), of the beginnings of which he had already written, he 
wished to give his last words of instruction. The epistle, 
therefore, consists of such directions and exhortations as 
were suited to the needs of Timothy and the Church. 

4. Epistle to the Hebrews. 

From the second century doubts have existed concerning 
the authorship of this epistle. It was assigned by some in 
early times to Barnabas or Luke or Clement of Rome, and 
in modern times has been assigned (Luther and others) to 
Apollos. At the same time it has from the first been quoted 
as the words of Paul, and its canonicity is beyond a doubt. 

The arguments against its Pauline authorship are based 
on the absence of any opening salutation, on difference in 
style from the acknowledged epistles of Paul, on the sup- 
posed improbability that Paul should write to Hebrews, 
and on a few incidental references in it which are said to 
indicate another author than the apostle {e.g. ii. 3, "unto 
us," etc), and on the traditional doubts on the subject. 

Those in favor of the Pauline authorship consist of an- 
swers to the above arguments and the traditional belief of 
the Church. The Greek writers have generally received it 
as Pauline, while the doubts have been raised among Latin 
and Protestant scholars. The question is one on which there 
will always be diversity of opinion. (See the question com- 



108 WESTMINSTER NORMAL OUTLINES 

peitdiously stated in ( bnybeare and Howaon, chap. 28, and 
discussed at length in Alford's Prolegomena and other crit- 
ical common ta; 

Bin whether Paul's or not, it is admitted to have ema- 
nated from the Pauline circle, and may therefore properly he 
studied in connection with him. 

To whom it was written is also disputed. It was designed 
for Jews, but whether for the Palestinian churches or for 
some church of the Dispersion has been doubted. It was 
probably sent to a particular church, but in its form it is 
much like a circular letter. It was sent to a church to 
which Timothy was known (xiii. 23:. and with which the 
writer, then in Italy (xiii. 24 . was himself closely connect- 
ed (xiii. 19;. 

The object of the epistle may be gathered from its con- 
tents. Its Jewish-Christian readers were, on account of per- 
secution (xii. 3-12'. in danger of apostatizing (iv. 1 ; vi. 4- 
6 ; x. 24-39, etc.) to Judaism. The writer, therefore, sets 
forth the superiority of the gospel as an advance in revela- 
tion upon the Old Testament, the fulfillment of the latter 
in the former, the transient character of the Jewish system, 
and the duty and power of faith. Inasmuch as the writer 
seems to -peak of the temple-service as still existing (vii. 28 : 
viii. 4, 5; xiii. 11 i. the epistle was probably written before 
the destruction of Jerusalem ia.d. 70). Hence it properly 
belongs among the epistles of this period. It sets forth — 

(1) The obligation to obey the gospel on account of the 
dignity of Christ its reveal ei*. since he is — 

The divine and coequal Son of God (i.), and 
The perfect Man and Priest, glorified through humil- 
iation and suffering (ii. . 

(2) That since Christ ifi greater than Moses, and since the 
Israelites of old often failed of the promises through unbe- 



PAUL'S LAST YEARS. 109 

lief, much more will Christians, if unfaithful, fail of the 
better "rest" which belongs to them (iii., iv.). 

(3) The reality and authority of Christ's priesthood, and 
an exhortation to understand it thoroughly, so as not to fall 
away (v., vi.). 

(4) That the Old Testament itself speaks of a higher 
priesthood than the Aaronic — viz. that of Melchizedek, 
whose priesthood is symbolical of Christ's, for his is to en- 
dure, while Aaron's is to pass away (vi., vii.). 

(5) That the tabernacle ritual also acknowledged its own 
insufficiency, and pointed forward to its own fulfillment in a 
higher dispensation, which fulfillment is found in Christ (ix., 
x. 19). 

(6) That therefore unbelief in Christ brings great guilt 
(x. 20-39) ; that a persistent, living faith is that by which 
"just" men of all times have conquered over trials and per- 
secutions (xi.) ; and that, therefore, following their example 
(xii. 1-3), Christians should humbly endure God's paternal 
chastening, and, realizing their high vocation, should stand 
in awe of his displeasure (xii. 4-29). 

(7) Certain practical injunctions (xiii.). 

III. Doctrinal Results of this Period. 

The Pastoral Epistles add nothing to the faith of the 
Church, on account of their brevity and the peculiar object 
of their composition. The Epistle to the Hebrews is very 
important. It is the connecting link between the earlier 
Pauline statement of Christianity and that of James. It was 
not unnatural that a work should proceed from the Pauline 
circle to show elaborately the harmony of Paul's teaching 
with the Old Testament. In this epistle, therefore, the ab- 
solute freedom of the gospel is united with the gospel's ful- 
fillment of the law ; Christ's revealed and predicted dignity 

10 



110 WESTMINSTER NORMAL OUTLINES. 

is elaborately set forth ; the Levitical priesthood and sacri- 
fices are shown to have been fulfilled in, and to give place 
to, his ; and faith is exhibited as not only the condition of 
salvation, but as also the only true motive of a religious 
life. In this epistle, therefore, the two roads along which 
the Church had been moving met for ever. Its point of view 
is essentially Pauline, but it leads up to it through the ful- 
fillment of Judaism in Christianity, as well as through the 
difference between them. To it we are especially indebted 
for the exhibition of Christ's priesthood, which is nowhere 
else in the Xew Testament explicitly stated. 

Student's Personal Research. 

1. Give reasons for believing in Paul's release from imprisonment and 
subsequent arrest. 

2. Sketch the errorists referred to in the Pastoral Epistles. 

3. State what we know from the New Testament of Timothy and Titus. 

4. State the object, general argument and historical position of the Epis- 
tle to the Hebrews. 



LESSON XXIII. 

THE WORK AND CHARACTER OF PAUL 

'We proceed, as the result of our previous studies, to ob- 
tain a general view of the results of Paul's life, and will 
divide our summary according to the principal relations in 
which the apostle has been brought before us. 

I. The Work of Paul as a Missionary. 

He was not the first Christian missionary (see Acts viii. 
4), but was the first apostolic missionary. Having received 
his commission from Christ and the Church (Acts ix. 15; 



THE WORK AND CHARACTER OF PAUL. Ill 

xiii. 3), he entered on the work willingly, while most of the 
apostles and Church understood more slowly the divine pur- 
pose. Paul therefore fairly represents the spirit of missions 
and of aggressive Christianity. In his missionary career we 
note — 

1. His great activity. 

His Christian life extended over about thirty-two years. 
His more strictly missionary labors occupied only twenty- 
two years. During that period he was rarely at rest. Each 
journey included a wider circle of territory than the preced- 
ing. The first embraced Cyprus and part of Asia Minor ; 
the second, more of Asia Minor, with Macedonia and Greece; 
the third lasted longer in Ephesus and went farther to the 
north in Europe (Rom. xv. 19). His voyage to Rome was 
practically a mission-journey to Italy, and after his release 
he probably went as far west as Spain. He thus constantly 
sought new fields (Rom. xv. 20 ; 1 Cor. iii. 10). 

2. His versatility. 

In traversing this wide territory Paul brought the gos- 
pel into contact with nearly every existing form of error. 
He attacked Judaism, sorcery, vulgar idolatry, infidel phil- 
osophy and actual vice, and each in its stronghold — Jerusa- 
lem, Ephesus, Derbe, Athens and Corinth. He preached 
before all classes of men — Jews and Gentiles, learned and ig- 
norant, priests, procurators and kings. In every case he 
adapted his speech to the audience and the occasion. More- 
over, besides founding, he kept the oversight of, churches, 
refuting errors, rebuking sins, supplying new wants, encour- 
aging, developing, instructing his converts. He was in his 
missionary work at once preacher, overseer and author (1 
Cor. ix. 18-23). 

3. Results of his missionary work. 

He left flourishing churches in all the great Asian and 



112 WESTMINSTER NORMAL OUTLINES. 

European centres of influence, and he left Christianity in 
the estimation of men a distinct and aggressive faith. Under 
God, it was chiefly through Paul that it assumed its place as 
a world-religion. 

II. The AVork of Paul as a Leader of the Church. 

Together with its outward expansion, the Church's devel- 
opment as a society, from within, called for apostolic atten- 
tion. There were various elements to be harmonized, organ- 
izations to be perfected, and practical questions to be solved. 
As a leader in the accomplishment of these things, Paul ap- 
pears — 

1. As the " apostle of the uncircumcision" (Gal. ii. 7; Eom. 
xv. 16; 2 Tim. i. 11). Not only was his distinctive work 
among the Gentiles, but when they were in the Church he 
was their champion and spiritual guide. He led and mould- 
ed the Gentile development of Christianity, not only aggress- 
ively, but also defensively. 

2. As the representative of Christian liberty (Gal. v. 1 ; 
Rom. xiv. 5; 1 Cor. vii. 22, etc.). The law of Christian 
liberty followed from the doctrine of salvation by faith. It 
was recognized by the other apostles also (see Acts xv. 10, 
1 1 ; James i. 25), but Paul was called more practically to ap- 
ply it. In an age when many still taught the binding obli- 
gation of the Jewish law, or else attempted to foist (as ne- 
cessary) other forms upon the Christian conscience, Paul was 
the champion of individual liberty in Christ. But he was 
also — 

3. A promoter of the idea of a universal, united Church, 
There was no rupture between him and the other apostles or 
between his disciples and the rest of the Church. (See his 
conduct in Acts xv., his collections for the poor Judean 
Christians, his peaceful adjustment of the relations between 



THE WORK AND CHARACTER OF PAUL. 113 

Jews and Gentiles in his churches, his labors among Jews 
as well as Gentiles, and his broad conception of the Church 
given in the Epistle to the Ephesians.) 

4. As a director of church government (1 and 2 Tim. ; 
Tit.). Whether he gave more attention than other apostles 
to this we cannot say; probably not. But he not only from 
the beginning of his missionary labors did the usual work 
of organizing, but in his later years gave special directions 
for the government of the Church in the future. His plan, 
however, was not to lay down a detailed system, but to show 
the principles which the Church should follow and the char- 
acter which her officers should have. In the New Testa- 
ment, as compiled for us by the Spirit, Paul is the chief au- 
thority on this subject. 

III. The Work of Paul as a Theologian. 

We have seen that Paul's doctrinal writings were occa- 
sioned by the distinctive nature of his mission and the act- 
ual needs, of his first readers. We have seen also that he 
was fitted both by his education and his spiritual history to 
be the exponent of those doctrines which were involved in, or 
the statement of which was rendered necessary by, the Gen- 
tile development of Christianity. Circumstances also caused 
him to make a full exposition of doctrines which other wri- 
ters treated incidentally or briefly. 

1. The diversity of his topics. 

The subjects discussed by Paul embraced nearly all the 
departments of theology. The nature of God, his rela- 
tion to the world, his decrees, the doctrine of providence, 
the nature of sin, man's lost condition, the way of sal- 
vation, the person of the Redeemer, the work of the Holy 
Spirit, the future of the Church and of the world, the sec- 
ond advent of Christ, the resurrection, the judgment and its 

10* H 



114 WESTMINSTER NORMAL OUTLINES. 

final sentence, are exhibited or discussed as opportunity de- 
manded. 

2. The development of his system. 

AVe have observed in PauPs life a progress in the state- 
ment of truth corresponding with the progress of events. 
The earlier writings dealt chiefly with the way of salvation, 
and the latter with the person of Christ and his relation to 
the Church. 

The pressing question at first was that of the rights of 
Gentiles in Christ. This led to a statement of the natural 
state of man as one of sin and guilt; the purpose of the 
Mosaic law as a schoolmaster to bring men to Christ ; the 
work of Christ as providing righteousness; salvation through 
faith, upon condition of which the righteousness of Christ is 
imputed to men ; the relation of the believer to the law as 
one of freedom so far as the law is viewed as a means of 
salvation, but as also one of obedience in Christ and for his 
sake ; the nature of Christian life as produced by Christ's 
Spirit and likened unto him. These doctrines w;ere finally 
elaborated in Eomans. Early in the same period also the 
needs of the Thessalonian Church called out a partial state- 
ment of " the last things," and contact with heathen philos- 
ophy and idolatry led to a statement of Christian theism and 
the elements of natural religion. 

Latterly, however, the question turned on the method of 
Christian life in contrast with ascetic practices and fanciful 
speculations. This led to a fuller exhibition of Christ's 
person on both the divine and human sides (Col. i. 15-22 ; 
Phil. ii. 6-11), his sufficiency (Col. ii.), his exaltation and 
glory (Eph. i. 20-23; Phil. ii. 9-11), his relation according 
to the counsels of God to the Church (Col. i. 18 ; Eph. pas- 
sim), and, in consequence, the spiritual nature of a life of 
faith (Col. iii ; Phil. iii. 13-21 ; Eph. iii. 14-19). 



THE WORK AND CHARACTER OF PAUL. 115 

Finally, in the Epistle to the Hebrews — which, whether 
by Paul or not, completed his line of thought, and was cer- 
tainly a production issuing from the Pauline circle — the har- 
mony between the Mosaic system and the Pauline statement 
of the gospel was shown ; the former being proved by its 
symbols to contain the latter, and the latter proved to be the 
completion of the former. Paul may therefore be justly 
called the apostle of faith, but only in the sense that he most 
fully unfolded the reason for, and duty of, faith. 

3. His relation to other apostolic writers. 

To appreciate Paul's theological position in apostolic his- 
tory we must compare him with other apostolic writers or 
schools of Christian thought, both preceding, contemporane- 
ous and subsequent. 

(a) From the brief doctrinal statements which remain 
from the early Jerusalem period of the Church (preserved 
in Acts), Paul's position is distinguished as being that devel- 
opment of the truths then announced which was involved in 
the differences between Christianity and Judaism. 

(6) From the position of James, Paul's is distinguished 
by its exhibiting the gospel as "the end of the law" to the 
believer through the final revelation given by God in Christ, 
whereas James exhibits the gospel in its fulfillment, through 
Christ and Christians, of the law. Both led to the same 
result, but from different sides, and completed each other's 
view. 

(c) From the position of Peter, Paul's is distinguished by 
its laying less stress on the gospel as the fulfillment of proph- 
ecy, and by being fuller in the formal and methodical state- 
ment of truth. Paul and Peter in their epistles approach 
very closely to the same point of view, though still from dif- 
ferent sides. 

(d) In distinction from John, Paul proceeds in his state- 



116 WESTMINSTER NORMAL OUTLINES. 

ments of truth from the condition of man and his relation 
to the moral law, rather than from the nature of God and 
his revelation of himself in his Son. Paul lays the founda- 
tion of Catholic Christianity, John assumes and completes 
it. Paul deals more with the legal methods of salvation ; 
John, more with the substance of truth contained in " God 
in Christ," which only a later generation than Paul's would 
naturally call for. Paul, with James and Peter, prepared 
for John's theological position. * 

These distinctions, however, should be carefully guarded. 
They are real. The three earlier schools, or at least two of 
them, appeared even at the time to be quite distinct from 
each other, and by some extremists the distinction was made 
a difference. But their substantial harmony was complete, 
and was acknowledged by their leading men. The Spirit 
in the Church, in time, united their various modes of state- 
ment into a common creed. 

4. Value of Paul's theological system. 

Since it treated of the way of salvation most fully, and 
from the standpoint of man as man, Paul's theological sys- 
tem lias been of prime importance in the history of the 
Church. Hence its power in all those ages in which Chris- 
tianity has been most aggressive and progressive. It gives 
the death-blow to ritualism and ecclesiasticism by preaching 
the moral responsibility of individual men and salvation 
by personal faith. This is its mission, and herein is its 
value. 

IV. Paul's Character. 

The result of our studies has been to give a very exalted 
estimate of the apostle himself. There have been few men 
whose lives so thoroughly command admiration. We have 
discovered in him endowments of the highest and most va- 



THE WORK AND CHARACTER OF PAUL, 117 

ried kinds: a strong and acute intellect united with all the 
tenderness of womanly love for his spiritual children ; stern 
convictions blended with wide sympathies, kindliest charity, 
and readiness to yield the non-essentials for the sake of peace; 
distinct theological opinions, with a clear sense also of the 
worth of the opinions of his fellow-Christians. 

We have seen his versatility of genius, his power to adapt 
the gospel to the needs of both friend and foe, his courage 
under the most trying circumstances, his fertility of re- 
sources in dealing with the wants and errors of his con- 
verts. We have studied the vast work which he accom- 
plished and the innumerable difficulties by which he was 
beset, and we have found scattered through the narrative 
of his life intimations of personal fears and troubles which 
bring us into closer sympathy with him and increase our ad- 
miration of his success. 

We have beheld also the fullness of his Christian life, his 
love of Christ, his devotion to the interests of men, his rich 
spiritual experiences (2 Cor. xii. 1, etc.), his trust in divine 
grace and protection, his desire for the presence of his Lord, 
his clear perception of every Christian duty, his enthusiasm 
in the service of the gospel. It is impossible to present in 
one view a perfect portrait of the natural character and 
Christian virtues of Paul. Grace united with his original 
endowments to exhibit in his life-work and in his personal 
character her noblest illustration of aggressive religious zeal, 
coupled with specific dogmatic teaching, and tempered by a 
broad grasp upon the whole truth, with charity toward all 
mankind. 



118 WESTMINSTER NORMAL OUTLtt 



LESSON XXIY. 

REVIEW OF PAUL'S LIFE AND LETTERS, 

I. How to Peepaee the Review. 

1. Recall and recite to yourself the subjects of the eleven 
lessons. 

2. Rehearse the divisions of each lesson. 

3. Trace on the map the scenes of Paul's labors. 

4. Trace on the map the three missionary journeys of 
Paul. 

5. Recall the incidents in the apostle's labors at each 
place. 

6. Trace his voyage to Rome, giving its incidents. 

7. Trace the probable journeys of Paul after his first im- 
prisonment. 

8. Give the name and date of each of Paul's epistles. 

II. Chart. 








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120 WESTMINSTER NORMAL OUTLINES. 

LESSON XXV. 

JAMES AND HIS EPISTLE. 

Student's Personal Research. 

1. Sources of information. — (1) Scripture: Mark iii. 18; Matt. x. 3; 
Luke vi. 15; Acts i. 13, 14; Matt. xiii. 55; Mark vi. 3; Matt. xii. 46; 
Mark iii. 31; Luke viii. 19; Matt. xiii. 56; John ii. 12; vii. 5; entire 
Epistle of James ; Gal. i. 19 ; ii. 9 ; Acts xv. 13-22. 

(2) Kitto's Biblical Cyclopaedia; Westminster Bible 'Dictionary ; Andrews's 
Life of our Lord, pp. 104-116 ; Lange's Commentary : Introduction to the 
Epistle of James ; Alford's Greek Testament; Introduction to the Epistle of 
Saint James: Princeton Review, Jan., 1865 ; Schniid's Biblical Theology of 
the Xev: Testament. 

2. Questions, answers to which are to be written out : 

(1) How many and who of the name of James are men- 
tioned among Jesus' disciples? 

(2) State the question concerning the brethren of our Lord, 
and the arguments urged by the different sides. 

(3) Who was the James mentioned in Acts xv. 13-22, 
Gal. i. 19 and Gal ii. 9, and the author of the epistle? 

(4) Give a brief account of what is known of him before 
and after the Council at Jerusalem (Acts xv.). 

(5) Give date, design and divisions of the Epistle of 
James. 

(6) The character, doctrinal position and mission of 
James. 

I. His Peesox. 

The question who was the James mentioned in Gal. i. 9 ; 
ii. 9; Acts xv. 13, and the author of the epistle which bears 
his name, is pronounced by Neander to be the most difficult 
in the apostolic history, and one which is not yet decided. 
(See sources of information above (2).) 

Authorities are divided between the view that he is the 



JAMES AND HIS EPISTLE. 121 

same man as James the son of Alpheus, called in Mark xv. 
40 " James the Less," and the view that he is a third-named 
James, known as "the brother of the Lord." Strong argu- 
ments are adduced in favor of each. 

The reasons given for the opinion that he was a different 
James from the apostle James, the son of Alpheus, are — 

1. After all the long controversy it seems to many more 
natural to understand the terms "brethren of the Lord," 
" brother of the Lord," and " his sisters " in their obvious 
sense as meaning literal brothers and sisters of Jesus, hav- 
ing the same mother, Mary. If this is true, James, "the 
brother of the Lord," could not have been James, the son 
of Alpheus. 

2. " James the son of Alpheus " was an apostle, but it is 
stated (John vii. 5) that " neither did his brethren believe 
on him," therefore he could not have belonged to those called 
" his brethren." 

3. In Acts i. 13, 14 Luke mentions by name the apostles, 
and among them James the son of Alpheus, and adds, "they 
all continued with one accord in prayer and supplication with 
the women and Mary, the mother of Jesus, and with his breth- 
ren" He thus distinguishes between James the son of Al- 
pheus and the Lord's brethren. 

4. The fact that after the martyrdom of James the Greater 
(son of Zebedee, Acts xii. 2) we read of only one James, is 
explained by these men in the same way as the silence con- 
cerning other apostles whose names never occur after the cat- 
alogue in Acts i. 13. 

5. Neander and Winer claim that Paul's language in Gal. 
i. 19 does not necessarily mean that James the brother of 
the Lord was an apostle, but may be translated, " But other 
of the apostles saw I none, but I saw James the Lord's 
brother." 

11 



122 WESTMINSTER NORMAL OUTLINES. 

6. The fact that one not an apostle should have occupied 
so commanding a position as Acts xv. 13-23 gives to James 
is thus explained by those advocating this view : He was the 
brother of Jesus, residing in Jerusalem, and of such reputa- 
tion even among the Jews that he was called "the Just" on 
account of his eminent virtue. For these reasons James 
the brother of the Lord, though not an apostle, occupied a 
place in the circle of inspired leaders of the early Church, 
In this way he became virtually an apostle. 

In favor of the opinion that James, the author of the epistle, was a lit- 
eral brother of our Lord, and therefore not James the son of Alpheus, 
among recent commentators are Neander, Greswell, Wieseler. Alford, Stier, 
Schaff, Meyer, AViner, Ewald. Lechler, Owen. Prof. Berschlag, in the 
Studien und Kritiken, January, 1874, ably reviews the entire subject, and 
gives it as his opinion that the epistle was written by James the brother 
of our Lord, whom he distinguishes from both of the apostles of that 
name. 

Among those who hold the opposite opinion — that James, the author of 
the epistle, was James the son of Alpheus and cousin to the Lord, some- 
times called M brother" — are Lange. J. Addison Alexander, Ellicott, and 
Prof. C. W. Hodge, Lardner, Pearson, Eichorn, Hug, Guericke, Gieseler, 
etc.. etc. 

Whether "James the brother of our Lord" was an apos- 
tle or not, the fact remains that on account of his relationship 
to our Lord, and his character, wisdom and piety, he was a 
man of apostolical authority (Gal. i. 19 ; ii. 9). 

II. His Life, Doctrinal. Position and Work. 
1. His iife. 

Most of the facts known of the life of James the brother 
or" our Lord have already been adverted to in the discussion 
of who he was. 

Hegesippus, a converted Jew of the second century, says 
that James the brother of our Lord undertook the govern- 



JAMES AND HIS EPISTLE. 123 

ment of the Church along with the apostles. He describes 
him as leading a life of ascetic strictness, and as held in the 
highest veneration by the Jews. 

In the apocryphal Gospel to the Hebrews, James is said 
to have been thrown from a pinnacle of the temple, and 
then assaulted with stones, and at last despatched by a blow 
on the head with a fuller's pole. 

2. The doctrinal position of James. 

If Peter is the apostle of Hope, Paul the apostle of Faith, 
and John of Love, James may be called the champion of 
Good Works. His central truth is that Christianity is a 
life of righteousness, a doing of the word, and not a mere 
hearing of it (James i. 22). According to James, salvation 
is a new life coming from God through a faith that always 
shows its reality by works, and this life is begun and sus- 
tained by the Christian word of truth (James i. 18). The 
doctrinal position of James is the presentation of Christian- 
ity as essentially a fulfillment of the Old Testament in its 
moral and ethical elements, as that of Peter was the presen- 
tation of the fact that Christ was the Fulfiller of all the Old 
Testament prophecies in his person, life, death and resurrec- 
tion. 

If James was indeed a literal brother of the Lord, he did not at first be- 
lieve on him (John vii. 3-10), and the words of Schmid (see his Biblical 
Theology of the New Testament, p. 362) are interesting, if they are not pre- 
cisely justified by facts : " They [the Lord's brethren] were outwardly 
very near to Jesus, but this outward nearness became a mental wall of par- 
tition between them and the brother who was inwardly so specially exalted 
above them. James, used from his childhood to a faithful and strict piety, 
followed a moral and religious course peculiar to himself. . . . When, with 
his brethren, by means of Christ's resurrection, he was led to faith in him 
as the glorified Messiah, the more he held this righteousness as the essential 
matter. Now he perhaps experienced that in this faith he first became 
free, and was, as it were, begotten of God, but that it was no rude contrast 



124 WESTMINSTER NORMAL OUTLINES. 

to his previous state, in which, more or less unconsciously, he had derived 
somewhat from the fullness of Jesus Christ," 

3. James's work. 

Ajs we have seen, James occupied a position among the 
most influential of the leaders of the Church at Jerusalem. 
Peter charges those to whom he went after his deliverance 
from prison, " Go show these things unto James and the 
brethren." At the Jerusalem Council (a. d. 5) James is the 
distinguished speaker, and his remarks close and decide the 
discussion (Acts xv.), 

His was the work of mediating between the liberty of the 
Gentile Christians and the legal prejudices of the Jewish 
Christians. This, we may say, was his life-work — to keep 
the door of Christianity open to the Jews. Strict in moral- 
ity and zealous for the Old Testament law, u he is the rep- 
resentative of Jewish nationality and custom in it- Chris- 
tian transformation and transfiguration. He was the last 
and most engaging expression of the gospel to the Jewish 
people." By his whole life and very appearance (Hegesip- 
pus says, " he was a Nazarite; he drank not wine or strong 
drink, nor did he eat animal food ; a razor came not upon 
his head," etc.) he was fitted to impress the Jews. He thus 
could live in Jerusalem, not only as one of the leaders of 
the Christian Church, but as " James the Just," highly es- 
teemed among the Jews themselves. Thus God adapts the 
individual to his mission. 

ill. The Eplstle of James. 

The seven letters, one of James, two of Peter, three of John and one of 
Jude, are called Catholic Epistles — 

A. Because they are circular letters sent to a large number of churches. 

B. Some say they are called Catholic, or general^ because their subjects 
are general. 



JAMES AND HIS EPISTLE. 125 

1. Canonicity. Causeless doubts of its right to be re- 
ceived as part of the canon of Scripture arose from uncer- 
tainty as to its author, the absence of any material for use 
in controversy, and misunderstanding of its doctrinal mean- 
ing. Luther self-sufficiently rejected it because he errone- 
ously supposed it to teach a different doctrine of justification 
from that taught in Romans and Galatians. But the early 
fathers — Clement of Rome, Hernias, Irenseus, Athanasius, 
Clement of Alexandria, Origen, Eusebius and Jerome — all 
quote from it as from an inspired epistle. 

2. Date. Probably about 62 a. d. 

3. Persons addressed. To the twelve tribes which are 
scattered abroad, " my brethren ; " they were Jewish Chris- 
tians of whom James was the acknowledged leader. These 
were being persecuted by unbelieving Jews (i. 2-4; v. 7-11). 
They were in danger of losing faith and falling away (i. 5, 
8; v. 11, 12); of forgetting God's purpose; they were op- 
pressed by the rich (ii. 1-13; v. 1-6). 

4. Design. The object of the epistle is practical. It was 
to present Christianity as the perfect law of liberty (i. 25). 
Many have understood the Epistle of James as designed to 
be corrective of, and supplemental to, the Epistles to the Ro- 
mans and Galatians, and to counteract the Antinomian abuse 
of Paul's doctrine of justification by faith alone. It is cer- 
tainly the chief design of this letter to hold up Christianity 
as a life, rather than as a dead orthodoxy, and to show that 
we must prove to ourselves and others the genuineness of 
our faith by good works. There is no contradiction between 
James and Paul. James was not an undeveloped Christian 
teaching salvation by works. He knew and held the Paul- 
ine doctrine of salvation by faith. His purpose was to meet 

ii * 



126 WESTMINSTER NORMAL OUTLINES. 

certain tendencies to error, to warn his hearers against cer- 
tain temptations, and against vices common among the Jews, 
and against a dead formalism. He holds up the gospel as 
a new and higher law, and urges Christians to beware of a 
prevalent fanaticism. Its strictly moral and practical design 
accounts for the absence of doctrinal development. 

The following passages show references to Paul's writ- 
ings : James i. 3 to Rom. v. 3; James iv. 1 to Rom. vii. 
23; James ii. 23 to Gal. iii. ; James ii. 25 to Heb. xi. 31. 

The key to the agreement of James and Paul is found in 
the different senses in which they use the three terms " faith," 
" work," "justification." The faith which James says can- 
not alone justify us (ii. 24) is a mere intellectual assent to 
truth, which even devils may have (ii. 19). But the faith 
which Paul says justifies us without the deeds of the law 
(Rom. iii. 28) is the faith which from its very nature works 
by love. 

5. The style of this epistle is clear, forcible and eloquent. 
The language is excellent Hellenistic Greek. In this it is 
superior to that of any other book in the New Testament. 
It harmonizes with the character of James the Just that his 
style and language are elegant and pure. 



LESSON XXVI. 

THE EPISTLES OF JOHN AND JUDE. 

Student's Personal Research. 

1. Sources of information. — (1) The Scriptures : Matt. iv. 21 ; Mark xv, 
40; xvi. 1 ; Matt, xxvii. 55, 56; Mark i. 20; Luke v. 10; John i. 35-40 ; 
xviii. 15; xix. 27; xx. 6, 8; xxi. 12; Matt. iv. 18-21; x. 2, 4; Luke v. 
13-16 ; viii. 51 ; Mark v. 37 ; Matt. xvii. 1. ; xxvi. 37 ; Acts iii. 1-8 ; iv. 
5-12, 14-21 ; 1st, 2d and 3d John. 



THE APOSTLE JOHN. 127 

(2) The Life and Writings of St. John, by Kev. Dr. McDonald of Prince- 
ton ; the articles on John in Kitto's Biblical Cyclopaedia, by Tholuck ; in 
Smith's and in Westminster Bible Dictionary ; Schaff's History of the Apos- 
tolic Church, pp. 395-430 ; on the legends concerning John see Mrs. Jame- 
son's Sacred and Legendary Art, i., 157-172, 5th ed. ; also Lange's Commen- 
tary on John, pp. 1-15 of the introduction ; Westminster Normal Outlines, 
Junior Course, pp. 61, 62. 

2. Questions, to be answered in the student's own words in writing : 

(1) Give an outline of John's life anterior to Pentecost. 

(2) Give an outline of his labors after Pentecost. 

(3) Sketch John's character. 

(4) Compare John with Peter ; with Paul ; with James. 

(5) What are the evidences of canonicity, the date, design, 
divisions and characteristics of the three epistles of John? 

(6) Give an outline of Jude's life and his epistle. 

THE APOSTLE JOHN. 

Note. — We have already, in the Junior course of Westminster Noi^mal 
Outlines, pp. 61, 62, considered the history of John. We shall in this dis- 
cussion touch only upon his work and his writings. 

I. His Work. 

1. From the ascension (a. d. 30) to his departure for 
Ephesus (about 65 A. d.), John resided at Jerusalem, 
being with Peter a pillar apostle. He had the charge 
of the mother of Jesus until her death. With Peter he 
worked miracles and guided the early Church. When Paul 
came to Jerusalem, in 50 A. d., he was welcomed by John 
into " the glorious company of the apostles." John had not 
yet gone to Ephesus when Paul was there in 58 A. D., neither 
was he in Jerusalem in 58, at the time of Paul's visit (Acts 
xxi. 18). He therefore must have left Jerusalem upon his 
apostolical labors in a wider field. 

2. About the year A. d. 65, John fixed his residence at 
Ephesus, and remained there until his death, about 101 A, D. 



tSS WESTMINSTER NORMAL OUTLINES. 

From Ephesus as a centre John supervised the churches 
of Asia Minor. 

Under Domitian, in the year 95, John was banished to 
Patmos, a desolate, rocky island in the JEgean Sea. Yet in 
banishment he was not cast out from God. To John on 
Patmos God sent the visions written in the Revelation (Rev. 
i. 1-9). Under the emperor Nerva, John was recalled to 
Ephesus, 96-98. McDonald says of this period (Life and 
Writings of St. John, p. 258), "We have now arrived at 
that point in the history when St. John was the only, or al- 
most the sole, survivor of the apostles. He could not have 
been far from sixty-five years of age. James and Peter and 
Paul were no more. If Peter survived, or any of the others, 
it must have been in extreme old age or in some remote quar- 
ter of the globe, and John must soon have been left entirely 
alone, to continue some score and a half of years longer en- 
gaged in settling the foundations and extending the borders 
of the Christian Church." 

His eye was not dim nor his natural force abated, and for 
at least the period of another human generation he was to be 
the acknowledged leader of the Christian Church. If hith- 
erto he had seemed to be less prominent than Peter and Paul — 
" if " (as has been said) " Peter was appointed by the Lord 
to lay the foundation of the apostolic Church and Paul to 
build the main structure, then John, the apostle of comple- 
tion, was to erect the dome whose top should lose itself in 
the glory of heaven." 

The well-known story of his old age is, that when he was 
too old to preach he was carried by the young men to the 
church, where he was accustomed to say, simply, "Little 
children, love one another." When asked why he repeated 
these same words, he replied, " Because it is the command 
of the Lord, and if this only is done, enough is done." 



THE APOSTLE JOHN. 129 

"Full of days and honors, highly privileged and richly 
endowed, about the close of the century the disciple whom 
Jesus loved was summoned by the Master to resume their 
loving companionship.' 7 

Note. — It will be seen that we reject the story of Tertullian that, in the 
reign of Domitian, John was forcibly conveyed to Rome, where he was 
thrown into a cauldron of boiling oil, which had no power to harm him. 

II. His Writings. 

1. The First Epistle of John. 

(1) Author. Polycarp, a disciple of John, who suffered 
martyrdom a. D. 168, quotes this epistle. Eusebius refers 
to it. The Muratorian fragment (supposed to have been 
written about A. D. 170) contains this epistle. The Peschito 
version, of the same age as the Muratorian Canon, also con- 
tains it. After the beginning of the third century it has 
witnesses in Irenseus, Tertullian, Clement of Alexandria, 
Origen and Cyprian. The external evidence is confirmed 
by an examination of the epistle, which in its thoughts, 
expressions and modes of diction proves itself the produc- 
tion of the same writer as the Fourth Gospel. 

(2) Date. It was written probably about A. d. 90, after 
the Gospel, and at Ephesus. 

(3) Design. It is stated in 1 John i. 4, "These things 
write we unto you, that your joy may be full." V. 13: 
"That ye may know that you have eternal life." 

(4) Divisions. Luther gives these as the chief points : 

(1) The exordium (i. 1-4). 

(2) Warning against the danger of moral indifferentism 
(i. 5-ii. 11). 

I 



130 WESTMINSTER NORMAL OUTLINES. 

(3) Warning against the love of the world, and Anti- 
christ (ii. 12-28). 

(4) A righteous life in brotherly love is alone consistent 
with the nature of Christians (ii. 29-iii. 22). 

(5) Faith in Jesus Christ, the Son of God, is the divine- 
ly-authenticated foundation of the Christian life (iii. 23-v. 
17). 

(6) Conclusion (v. 18-21). 

De Pressense (History of the First Three Centuries, p. 
234) says : " Thus John, like Paul, at the very close of the 
apostolic age, plants with a firm hand the cross before the 
Church, as the lighthouse destined to shed its friendly light 
through all the storms through which she has to pass. The 
foolishness of the Crucified shall always be her wisdom, and 
all the efforts of false doctrine shall split on it." 

2. The Second and Third Epistles. 

(For author and date see outline on the First Epistle.) 

The Design. 

(1) Of the Second Epistle. To express to a Christian lady 
John's joy that her children walked in the truth, thus giv- 
ing her his sympathy and encouragement, and to warn her 
against false teachers. 

(2) Of the Third Epistle. To warn Gaius against the am- 
bitious and domineering spirit of Diotrephes, who had slan- 
dered the author, to give notice of his coming speedily to re- 
move such disorders, and to encourage Gaius to fearless care 
of the brethren. 

ill. JlIDE AND HIS EPISTLE. 

1. Jude, the Writer. 

The writer speaks of himself as " the servant of Jesus 



THE APOSTLE JOHN. 131 

Christ and brother of James." It seems that this latter 
person was James the Just, " the brother of the Lord." (See 
lesson on James.) Jude was therefore, in our opinion, a real 
brother of Jesus, and the fact that he calls himself "the ser- 
vant," and not " the brother," of Jesus Christ is explained 
by the other fact that spiritual relationship was superior to 
that of the flesh, and by the modesty of the writer. His 
designation of himself as the brother of James was oft ac- 
count of James' well-known person and position. Alford 
(Greek Test., iv. 2; Prolegomena, 190) says that had such a 
designation as " brother of the Lord " been found in an ad- 
dress to an epistle, it would have formed a strong a priori 
objection to its authenticity, because it would have been for- 
eign to the spirit and custom of the apostolic writers. Jude 
is mentioned in Matt. xiii. 55. 

2. Date of the Epistle. 

(1) The date and place of its composition are unknown, 
but from the fact that the writer refers to the " words which 
were spoken before of the apostles of our Lord Jesus Christ" 
as something already or nearly completed, it is supposed that 
Jude wrote after the most of the apostles had finished their 
labors. From the fact that, mentioning other fearful judg- 
ments of God (vs. 5, 6, 7), he does not refer to the destruc- 
tion of Jerusalem, it is inferred that Jude wrote before that 
event. 

3. Its Contents. 

(1) It begins with an exhortation to " earnestly contend 
for the faith" (vs. 1-3). 

(2) It then warns against certain men who had crept in 
unaware, who were both practically and doctrinally corrupt 
(v. 4). 



132 WESTMINSTER NORMAL OUTLINES. 

(3 ) It adduces examples of God's fearful judgments against 
such men (vs. 5-7). 

(4) It contrasts the irreverence and impudence of these 
dreamers with the humility of Michael (vs. 8-10). 

(5) It fiercely denounces them (11-13). 

(6) It quotes the apocryphal book of Enoch (consult Kitto's 
Cyclopaedia, vol. i., p. 791), predicting the final judgment (vs. 
14-46). 

(7) It exhorts to faithful remembrance of the teachings of 
the apostles, and to more earnest efforts and prayers for per- 
sonal holiness and the salvation of others from the snares of 
false teachers (vs. 12-23). 

(8) It closes with a beautiful doxology to Christ (vs. 24, 
25). 

The likeness of this epistle to the Second Epistle of Peter 
is noticed by every reader. 



LESSON XXVII. 

Student's Personal Research. 

For sources of information see preceding Lesson. Eead carefully all 
the references to the Scriptures. 

Write out answers to these questions : 

(1) Give your opinion as to the author, date, design and 
characteristics of the book of Revelation. 

(2) What were some prominent characteristics of the apos- 
tle John ? 

(3) Compare him with Peter, Paul and James. 

(4) What was the distinguishing doctrine of John? 



THE APOSTLE JOHN. 133 

(5) Compare this with the doctrines of Peter, Paul and 
James. 

THE REVELATION, CHARACTER AND DOCTRINE OF 
JOHN. 
I. The Book of Revelation. 

1. Its author. 

It has been questioned, on internal evidence, whether this 
book was written by the apostle John. Some critics affirm 
that its style is so different from that of the Gospel according 
to John that it could not have proceeded from the same pen. 
But— 

(1) Besides his calm, profound insight into truth, and a 
beautiful style and habitual peace in Christ, John had a na- 
ture of intense emotion, capable of flaming out into fiery 
indignation against wrong. (See Luke ix. 54; 1 John iv. 
20; 2 John 10.) 

(2) The subject-matter of the Revelation was given to 
John in a vision and while in the Spirit, and this will ac- 
count for a difference in style. 

(3) The circumstances of his exile on Patmos may have 
modified his style. 

(4) The almost uniform testimony of the early Fathers 
points to the apostle John as the author of Revelation and 
to the canonicity of the book. 

2. The date of the giving of the Revelation has been great- 
ly controverted, one party holding to 68 A.D., or just before 
the destruction of Jerusalem — the other to 96 A. D. Among 
those who hold to the earlier date are some German and 
English scholars, with Moses Stuart, Macdonald, Cowles 
and Fisher. For the later date we have the testimony of 
Irenseus, who says, " It " (i. e. the Revelation) " w 7 as seen no 
very long time ago, but almost in our ow r n generation, at 

J2 



131 WESTMIN$TJEB NORMAL OUTLINES. 

the close ot* Domitian's reign." Irenaeus was taught by 
Polycarp, a disciple of John. This view is held by Trench, 
Alford, Vaughan, Schaff, Fraser, Barnes, etc., etc. 

3. Design. 

Macdonald (Life and Writings of St. John, p. 172) says : " The great de- 
sign of this book was to support the faith of God's persecuted people. As 
if the writer of it had said, ' Fear not ; the persecuting powers under which 
you now suffer, the Jewish and the pagan, will soon be destroyed. Hold fast 
that precious faith which thou hast received, that no man take thy crown. 
Behold, I come quickly. And although other enemies may arise in future 
times, let the Christians of those times find consolation in this, that all foes 
are destined to the same overthrow, and that Christ shall reign in glory for 
evermore.' " 

Daubuz says : " The prophecy of the Revelation was designed that when 
men should suffer for the name of Christ they might here find some conso- 
lation both for themselves and the Church ; for themselves, by the prospect 
and certainty of a reward; for the Church, by the testimony that Christ 
never forsakes it, but will conquer at last." 

Dr. Adam Clark says : " The book of the Apocalypse may be considered 
as a Prophet, continued in the Church of God, uttering predictions rela- 
tive to all times, which have their successive fulfillment as ages roll on; 
and thus it stands in the Christian Church in the place of the succession 
of prophets in the Jewish Church, and by this special economy prophecy 
is still continued, is always speaking, and yet a succession of prophets ren- 
dered unnecessary." 

The one grand theme of the whole book is, The Lord is 
Coming. Everything in it rushes toward this as the con- 
summation for which " the whole creation groaneth and 
travaileth in pain." Seals are broken, trumpets sound, vials 
are poured out, angels, swiftly fly, lightnings and thunder- 
ings proceed out of the throne, the Conqueror appears on 
his snow-white horse with his glittering two-edged sword. 
The meaning of all is, The Lord is Coming. "Amen. Even 
so come, Lord Jesus," is the response of the entire Church. 

4. Division of its contents. 

With diffidence we offer the following scheme of division: 



THE APOSTLE JOHN. 135 

I. The Introduction (chaps, i.-iii.). 

1. The title and address (i. 1-8). 

2. The description of the glorified Jesus (i. 9-20). 

3. The seven epistles to the seven churches of Asia (ii. 1 
-iii. 22). 

II. The Visions (chaps, iv.-xxii. 5). 

1. The beginning of the judgment (chaps, iv.-ix). 

(1) The book with its seven seals, which only the Lamb 
could open (iv., v.). 

(2) The seven seals are opened (vi. 1-viii. 5). 

(3) Six trumpets sound the approach of the judgment 
(viii. 6-ix. 21). 

2. The judgment (x.-xxii. 5). 

(1) Two episodes : One of a mighty angel with a book in 
his hand (chap, x.) ; the other of the warning of Jerusalem 
before the seventh trumpet (chap. xi.). 

(2) The enemy of the Church (xii., xiii.). 

(3) The seven vials poured forth/ or the judgment itself 
(xiv.-xvi.), 

(4) The fair of Babylon (xvii.-xix.). 

(5) The consummation of the judgment (xx.). 

(6) The New Jerusalem (xxi.-xxii. 5). 

III. The Conclusion (xxii. 6-21). 

II. Character of John. 

1. Possessed a profound insight into truth. Paul excelled 
in logic and argument, John in faultless intuition. John 
was a seer, while Paul was a thinker. 

2. John was of a retiring and contemplative nature. While 
Paul is the highest representative of the active Christian, 



136 WESTMINSTER NORMAL OUTLINES. 

"going about doing good/ 5 John, like Mary of Bethany, is 
a representative of the meditative and devotional Christian. 
John seemed to live more among; the unseen realities than 
among secular, or even spiritual, activities. 

3. John was "the disciple whom Jesus loved." He had 

an affectionate nature, which was akin to the self -forgetting 
devotion, the self-surrender and constant love of a woman. 
Like Mary, John sat at Jesus' feet and heard his word. He 
was the apostle of Love, as Paul was the apostle of Faith 
and Peter of Hope. 

As Abraham was called the Friend of God (as the Arabs 
say, "el Khuiil "), so John may be called the most intimate 
friend of Jesus, the chosen one of the chosen three. He re- 
turned Jesus' love with all his heart and soul and mind and 
strength. But it must ever be noticed that John had, with 
this feminine tenderness of heart, a masculine strength of 
mind and energy of character. 

4. Yet was John a "son of thunder." His intense lov- 
ingness had its counterpart characteristic. Against error, 
wrong or hypocrisy John flashed out in fiery indignation. 
His love for Jesus made him intolerant of concession to the 
foes of Jesus. No one was sweeter in spirit to all sincere 
disciples — no one more decided against a Diotrephes or a 
Cerinthus. (See Luke ix. 49, 50, 53, 54; 1 John ii. 22; 2 
John 10 ; 3 John 9, 10.) The whole book of Revelation is 
the inspired voice of the "son of thunder" predicting wrath 
against Christ's enemies. John could say with Jesus, " The 
zeal of thine house hath eaten me up." 

5. John, even in the " glorious company of the apostles," 
was pre-eminent for personal holiness. He was the most 
steadfast at the crucifixion, and the first of the apostles at 



THE APOSTLE JOHN. 137 

Jesus' sepulchre. Adam St. Victor (one of the most emi- 
nent poets of the Latin Church) wrote a hymn on the evan- 
gelist John, one stanza of which Dr. Schaff says is " one of 
the finest and most musical ever written in Latin or any 
other language:" 

" Volat Avis sine meta, 
Quo nee vates, nee propheta, 

Evolabat altius. 
Tarn implenda, quam empleta, 
Nunquam videt tol secreta, 

Purus homo purius." 

" Bird of God ! with boundless flight 
Soaring far beyond the height 

Of the bard or prophet old, 
Truth fulfilled and truth to be — 
Never purer mystery 

Did a purer tongue unfold." 

6. John's humility and modesty are remarkable. Every 
one has noticed that he avoids mentioning his own name in 
his Gospel. In the second and the third epistle he speaks 
of himself as "the elder," in Revelation he is our "brother" 
and " companion in tribulation." 
12* 



PAET II. 
BIBLE-TEACHING. 



PAET II. 
BIBLE-TEACHING. 



LESSON I. 

THE HOLY SPIRIT. 

Christ's parting command to his disciples was : "Wait 
for the promise of the Father f* " Tarry ye in the city of 
Jerusalem until ye be endued with power from on high." 
So the teacher must wait for the manifestation of God's 
Spirit in special enduement of power. He must tarry at 
the mercy-seat until he realizes his absolute dependence on 
the Spirit— until this abiding realization shows itself in joy- 
ous surrender to Christ in trust, prayer, meditation and obe- 
dience — until the teacher is 



" Only an instrument ready 
His praises to sound at his will." 



I. Need of the Divine Helper. 

1. Realize that the third Person of the Trinity alone applies 
the redemption of Christ to souls. 

(1). This Spirit is a person. 

A. The personal pronouns are applied to him (John xiv. 
15, 17, 26; xv. 7-14). 

HI 



142 WESTMINSTER NORMAL OUTLINES. 

B. Can be grieved (Eph, iv. 30). 

C. Must not be blasphemed (Matt. xii. 31; Mark iii. 29; 
Luke xii. 10); is equal with God, one with him (Matt, xxviii. 
IP; 2 Cor. xiii. 14). 

(2) He alone applies the salvation of Christ. 

A. Convicts of sin (John xvi. 8). 

B. Regenerates (John iii. 5, 6 ; 1 John v. 4; Tit. iii. 5); 
quickens (John vi. 63; Rom. viii. 11). 

C. Leads to Christ (John xvi. 7-14; 1 Cor. ii. through- 
out; John xv. 26; 1 John iv. 2). 

D. He is the author of all grace in believers — e.g. love 
(Rom. v. 5); liberty (2 Cor. iii. 17); mortifying sin (Rom. 
viii. 13); joy (Rom. xiv. 17; Gal. v. 22; 1 Thess. i. 6); 
hope (Rom. xv. 15). Is an earnest of peace (1 Cor. i. 22; 
v. 22, etc.). 

2. Without the presence and help of God's Spirit the teach- 
er can neither understand truth himself, nor realize it in his 
own experience, nor teach it unto others (1 Cor. ii. through- 
out; 1 Thess. i. 5; 1 Pet. i. 12; John xv. 26; 1 John iv. 
2; Isa. xi. 2; xl. 13, 14). 

II. God is beady to give the Holy Spirit in gra- 
cious Baptism to the Teacher. 

1. Through Christ (John xiv. 16, 26; xv. 26; xvi. 7). 

2. In answer to prayer (Eph. i. 16, 17 ; Acts iv. 31). 

III. The Baptism of the Holy Ghost is to be sought 
by the Teacher as the indispensable and all-suf- 
ficient Preparation for Work. 

1. This baptism is promised (Luke iii. 16; Acts i. 4, 5, 8). 

2. Given at Pentecost (Acts ii. 1-4; iv. 31). 

3. Is all-sufficient (1 Cor. xii. 8-10; 1 John ii. 20; Phil, 
iv. 13). 



THE CALL OF GOD TO TEACH. 143 

4. This baptism of the Spirit will not lead to neglect of 
means — e.g. prayer, study of the word, effort (Phil. ii. 12, 
13; Acts i. 8). 

5. Experimentally realize that the requisites for obtaining 

this baptism are — 

(1) Appreciation of it as the greatest blessing (Acts i. 14). 

(2) Concentrated desire for it (Jer. xxix. 13). 

(3) Putting away of sin (Ps. lxvi. 18). 

(4) Persevering prayer (Luke xi. 11 ; Acts i. 14; iv. 31 ; 
Jnde 20). 

(5) Searching the Scriptures (John v. 39). 

Note. — Conduct this exercise as a Bible Conference, introduced by a brief, 
earnest prayer, and closed by several brief prayers. Study carefully each 
Bible reference. 



LESSON II. 

THE CALL OF GOD TO TEACH. 

I. Is there a Divine Vocation to the office of Sab- 
bath-school Teacher ? 

1. All Christians are not called to teach in the Sabbath- 
school. 

(1) Every Christian is, in a sense, to be a teacher of oth- 
ers. " Let him that heareth say, Come." The teaching of 
all nations is not left to a part, but to all of the Church. 
Whatever any believer knows of Christ or his word he is 
bound to minister to others acording to his ability (Num. 
xi. 29 ; Matt. xxv. 14-30). 

(2) But every Christian is not to hold the office of Sab- 
bath-school teacher. 



144 \ VESTMINSTER NOR MA L 01 T TLIXKs. 

A. If all were teachers, where were the scholars? (1 Cor. 
xii. 17). All are to be in the Sabbath-school, but most are 
to be there as learners. 

B. All are not qualified to teach. 

C. There is no need that all should engage in one form 
of Christian labor (1 Cor. xii. 29). 

2. The selection of teachers is, primarily, with God. He 
alone knows the heart ; he alone qualifies for the work. 

3. Every Christian's life-work is the allotment of God. Mark 
xiii. 34: "To every man his work." Recall the vocation of 
prophets, apostles, ministers, etc. As in these great instances, 
so in all — he that does the work of God must be called of God 
to that work. To teach in the Sabbath -school the Christian 
must have a call from God, as certainly as he who would 
preach in the pulpit (Eph. iv. 11). 

II. What aee the True Signs of a Call of God to 
Teach ? 

1. The possession of love for Christ. We discard the idea 
that any one not effectually called to be a Christian is called 
of God to be a Christian teacher. No one who cannot reply 
to the words of Christ, " Lovest thou me ?" as Peter did, 
" Lord, thou know 7 est all things — thou knowest that I love 
thee," can be commissioned, " Feed my sheep," " feed my 
lambs." We must be able to say, "I believed, therefore 
have I spoken " (Ps. cxvi. 10 ; Luke xxii. 32 ; 2 Cor. iv. 
13). 

2. The possession of the necessary aptitudes. These may 
be divided into talents and acquirements. What these should 
include, or in w 7 hat degree every teacher must have talents 
and acquirements, we cannot definitely determine. Every 
one entering this office must have some aptness to teach, 
some common sense, some experience, gentle manners and 



THE TEACHER'S PERSONAL CHARACTER. 145 

loving affections, and sympathy for souls. There is room in 
Sabbath-school work for almost every grade of talent and 
knowledge. Those with very meagre ability can find a work 
adapted to them, and there will be use for the highest powers 
and profoundest learning. 

3. Recognition by the pastor and the church authorities, 
superintendent and experienced Christians, of the fact that 
the person possesses these signs. 

4. Providential leading to a special school and class, either 
already formed or that may be gathered. 

5. Actual success in winning souls. 

• Normal Drill. 

1. What is the meaning of a "call of God to teach " ? 

2. What reasons are there for saying all Christians are not called to 
teach in the Sabbath-school? 

3. Who primarily selects and calls Sabbath-school teachers ? 

4. What argument for a divine vocation for the teacher is drawn from 
Mark xiii. 34, and the call of apostles and prophets ? 

5. What is the first requisite of a call of God to teach ? 

6. Why is aptitude for teaching indispensable to a true call ? 

7. Give three other signs of a true call. 



LESSON III. 
THE TEACHER'S PERSONAL CHARACTER. 

Note 1. — By personal character I mean the sum-total of what the man 
is— the aggregate of his beliefs, his morals, his manners. The character 
means " the manner of spirit " he is of. It is made up of the thoughts he 
has, the disposition and affections he harbors, the words he speaks, the 
deeds he does. It embraces all the man is at heart and in his life, secret, 
social and public. 

Note 2.— In what I say concerning the force of character I do not un- 
derrate the importance of intellectual and educational preparation. 
13 K 



M6 WESTMINSTER NORMAL OUTLINES. 

I. Influence of the Teacher's Personal Character. 

1. Mark its unconscious influence. There ever radiates 
from a genuinely holy soul a light as from God. A pure 
life shines as Stephen's face did when u all that sat in the 
council looking steadfastly on him, saw his face, as it had 
been the face of an angel ." Such a person, without know- 
ing it, is constantly teaching in a way that is irresistible. He 
is a " living epistle known and read of all men." 

2. Such a character wins confidence in the person, and this 
gives force to his words. Dr. Calderwood, writing of sec- 
ular teaching, says: "If all this be admitted, it must be 
clear that weight of moral character is essential for high 
success in teaching. The teacher can exercise an influence 
over the scholars only according to what he is in himself; 
he cannot lift them higher than he is himself, or induce 
them to attempt to reach an eminence which he is not him- 
self striving to attain. Far above any other consideration 
as a pledge of success in professional work is a possession of 
high moral character." A good character acts on our teach- 
ing as the reflector acts on the flame in the headlight of a 
locomotive; it intensifies and increases its power. A bad 
character drives the soul from God at the very moment when 
in words its possessor may be pointing to Christ. 

3. The most powerful evidence of Christianity is the holy 
life of a really Christian soul. The character of Jesus is the 
best argument for his divinity. 

4. The history of the Church shows not one man who ac- 
complished great results in teaching the Bible who was not 
eminently holy. 

II. Elements of Christian Character. 

1. The total, loving, irreversible self-surrender of the entire 



THE TEACHER'S PERSONAL CHARACTER. 147 

person to Christ (Rom. xii. 1 ; Matt. x. 37, 38 ; Luke ix. 57 
-62; 2 Cor. v. 14-21). 

2. Consistency of life every day and in every place — in 
little as well as great things (Matt. vii. 15-27 ; 1 Tim. iii. 
1-7 ; James ii. 14-26). 

Rom. ii. 1-29: "Thou therefore that teachest another, 
teachest thou not thyself?" This consistency is the effect 
of the indwelling of the Holy Ghost, of whom we studied 
in a former lesson. 

3. Earnestness in saving souls, arising from love. 

This includes a clear conception of the end to be attained, 
and an appreciation of its importance and a determined and 
persistent use of the means toward this end, relying on God's 
Spirit. (Recall the lives of Peter, of Paul, of John.) 

4. Courage springing from faith, and a consequent joy. 

Normal Drill. 

1. What is meant by personal character? 

2. Illustrate the unconscious influence of a good, and then of a bad, 
character. 

3. Show how the life affects the instruction of a teacher. 

4. How does a truly Christian life affect unbelievers ? 

5. How is surrender to Christ related to Christian character? 

6. What is the second element in such a character? 

7. The third ? The fourth ? The fifth ? 

8. Show the harmony of deep spirituality with earnest study. 



H- s WESTMINSTER NORMAL OUTLINES. 

LESSON IV. 

THE TEACHER'S MOTIVES. 

I. Necessity of True Motives. 

1. The motive determines the moral quality of actions. To 

be right an act must be right in itself, and must be done with 
a right motive. Paul declares that without a true motive he 
would have been but "sounding brass," and even" nothing" 
(1 Cor. xiii.. 1-3). 

2. Right motives give power and assurance to the teacher. 
Tennyson's Sir Galahad says, 

u My strength is as the strength of ten, 
Because my heart is pure." 

Christ said (Matt. vi. 22), " The light of the body is the 
eye; if therefore thine eye be single, thy whole body shall be 
full of light." 

3. Right motives are permanent in their influence, while 
the false are transient, easily exhausted in the face of temp- 
tation and difficulty (e. g. in the case of Judas, Simon Ma- 
gus, Ananias and Sapphira compared with Peter, Paul 
and John). Probe your motives with the question, " What 
do I seek in teaching my class? Why do I teach?" Christ 
was accustomed to test his disciples concerning their mo- 
tives in following him (Luke xiv. 26-35). The right 
motives should be wrought into our souls by self-exami- 
nation, meditation and prayer until they fill and control 
our lives. 

The work of a Sabbath-school teacher is an earnest work, 
and needs earnest motives to carry the teacher through it. 
It includes the conversion of souls to Christ and the train- 



THE TEACHER'S MOTIVES. 149 

ing of the converted in Christ. It is a superhuman under- 
taking, and requires motives which take hold on " the pow- 
ers of the world to come." 

Such motives have formed the greatest workers of all ages. 

" Late saints and ancient seers 

Were what they were because they mused 
Upon the eternal years." 

II. Nature of True Motives. 

1. Negatively. 

(a) Not a desire for man's honor, favor or praise (John 
v. 41, 44; xil. 43; Matt. vi. 5; Gal. i. 10; 1 Thess. ii. 4). 

(6) Not a desire to display knowledge, educational skill or 
tact (1 Cor. viii. 1). 

(c) Not a desire for society or respectability, nor any social 
reasons. 

(d) Not by our works to purchase salvation or God's 
favor. 

2. Positively. 

(a) Constraining love of Christ (2 Cor. v. 14 ; John xxi. 
15-17). 

(6) Desire to glorify God (John xvii. 4; Col. i. 16; Rev. 
iv. 11). 

(c) Sympathy with the perishing, the sinful, the ignorant, 
the young, the tempted, and love for them (Ex. xxxii. 32 ; 
Rom. ix. 1-3; 1 Thess. ii. 8). 

(d) A desire to grow in grace and knowledge and in closer 
fellowship w 7 ith Christ by teaching his word. 

(e) Fear that neglect of this duty will bring the displeas- 
ure of Christ (1 Cor. ix. 16). "For necessity is laid upon 
me, yea, woe is unto me if I preach not the gospel " (Ps. xl. 
9, 10). 

13 * 



ISO WESTMINSTER NORMAL OUTLINES. 

(f) Respect unto the recompense of the reward, as Moses 
and Jesus (Heb. xi. 26 ; xii. 2), and Paul (1 Thess. ii. 19). 

(g) Desire to fulfill our mission and the calling of God — to 
be able at last to say, " I have glorified thee on the earth ; I 
have finished the work w T hich thou gavest me to do " (John 
xvii. 4 ; xviii. 37). 



LESSON V. 

THE TEACHER'S TRAINING. 

Questions. 

On the subject of the training of teachers several ques- 
tions naturally arise : — Is there a necessity for a movement 
for elevating the standard of teaching ? Of adding to our 
already burdensome duties? What is the nature of this 
necessary training ? How can it be secured ? What is the 
Normal Qlass? How is normal-class work to be carried on? 

I. The Need of Teacher-Training. 

1. That the teacher needs training is evident from all the 
analogies of life. 

(1) Every trade and mechanical art requires a long and la- 
borious apprenticeship from those who follow it. We con- 
stantly make a distinction between skilled and unskilled 
workmen. You would not have a man make a coat for you 
unless he had served an apprenticeship in tailoring. You 
would not allow an unskilled bootmaker to make you a pair 
of boots. You would not select a mere novice at house- 



THE TEACHER'S TRAINING. 151 

building to construct your residence. Is not teaching also 
a useful art? Is it not building up the temple of God, 
building up character, clothing souls? Shall the world's 
mechanics prepare for their arts, and the soul-mechanics need 
no training ? 

(2) The same rule holds good in the fine arts. You want 
your face transferred to the canvas, that it may breathe your 
expression to dear ones when the original lies silent in the 
grave. You select an artist who has a trained brain, taste 
and hand. The teacher is a painter also, striving to trans- 
fer to living souls Christ's features, and to make these souls 
bear the image of the heavenly. Shall the mixer of earthly 
colors exceed him in thoroughness of preparation ? What 
a careful training is given to the sculptor ! How devoted 
and earnest is the toiler in clay and marble ! f I have seen 
Michael Angelo," says a contemporary of that great artist, 
" at work after he was sixty years old. And though he was 
not very robust, he cut away from a piece of very hard mar- 
ble in fifteen minutes more than three or four untrained 
sculptors could have effected in three or four hours — a fact 
almost incredible to any who had not witnessed it. Such 
was the impetuosity and the fire with which he pursued his 
labor that you would have thought the whole work would have 
gone to pieces. With one blow of his mallet he brought 
down pieces of marble three or four inches thick, and so 
close upon his mark that had he varied a hairbreadth there 
would have been danger of ruining the whole." If such is 
the power in sculpture of Angelo, who had arm and hand 
and mind trained — if he thus wrought for a corruptible 
crown- — what ought not you to do for an incorruptible? You 
do not work in marble, that will at length crumble into dust. 
You do not labor in brass, whose chasing will in time wear 
out. You are not erecting material temples, as Angelo did, 



152 WESTMINSTER NORMAL OUTLINES. 

which shall at last fall. You are a sculptor of immortal 
souls, making them into the fashion of Christ. If, then, 
the sculptor in marble subjects himself to a long training, 
will you enter upon no attempt at fitting yourself for your 
higher work? 

3. All the professions demand a general preparation from 
those who pursue them. 

(a) There are law-schools and lectures for the candidate 
for the bar. There are medical colleges to educate the young 
physician. There are normal schools to train the future 
teachers of our select and public schools. Why, then, should 
not the Sabbath-school teacher, who is a scribe in God's 
law, who ministers to souls diseased, who teaches the Science 
of sciences — how to live and how to die — require some gen- 
eral training? 

(b) When we turn to the Bible for human analogies we find 
the same fact. Preparation is the secret of success. Moses 
— how God trained him by providence, study and his Spirit! 
How were the twelve apostles trained ! Jesus himself taught 
them in a normal class for three years and a half. Paul 
was trained in Tarsus, in Jerusalem at Gamaliel's feet, and 
in Arabia. 

(c) Following this example, the Presbyterian Church has, at 
immense expense and pains, established theological seminaries 
for the general and special training of her future ministers. 
Why should not the teacher of God's word, ofttimes not lib- 
erally educated, have means provided for his training? 

(d) We find successful workers in the Sunday-school unan- 
imous (so far as I know) in testifying to the pressing neces- 
sity for more thorough training of teachers. The " Sabbath- 
school assembly idea" means more complete preparation for 
teachers. Shall we doubt that God's Spirit has impelled 
Sabbath-school workers toward this method as the best thus 



THE TEACHER'S TRAINING. 153 

far found for preparing teachers to do better work for the 
Master ? 

(e) If you could look into the heart of the earnest teacher you 
would find there a longing for this very thing — more teach- 
ing-power, more efficiency in holding forth the word of life. 

(/) When we open our Bibles we find the inspired word em- 
phasizing the duty of most thorough preparation for our work. 

To Timothy the preacher came the command, and it ap- 
plies to all teachers as well : " Give attendance to reading, 
to exhortation, to doctrine. Neglect not the gift that is in 
thee. Meditate upon these things ; give thyself wholly to 
them; that thy profiting appear to all. Take heed unto 
thyself, and unto the doctrine; continue in them: for in 
doing this thou shalt both save thyself, and them that 
hear thee. 

"Study to show thyself approved unto God, a workman 
that needeth not to be ashamed, rightly dividing the word 
of truth." 

(g) If the ear of faith is open we can hear the song that 
" over there " is sung by the many " angels round about 
the throne, and the beasts, and the elders ; and the number 
of them was ten thousand times ten thousand and thousands 
of thousands, saying with a loud voice, ' Worthy is the Lamb 
that was slain to receive power and riches and wisdom/ " 
Yes, Jesus is worthy to receive wisdom — the very highest 
culture, the best and highest methods of working and teach- 
ing. The highest motive to earnest effort, the greatest 
power in working in the Sabbath-school, is Jesus himself, 
desiring our very best. Unto him shall we be led by his 
infinite grace, to present ourselves living sacrifices, our souls 
enlightened and cultured to the highest state of efficiency 
and power. 



154 WESTMINSTER NORMAL OUTLINES. 

LESSON VI. 

THE TEACHER'S TRAINING (Concluded). 

II. The Teacher's Training includes Knowledge, 
Experience and Practice. 

1. Knowledge. 

(1) Of the Bible. 

A. Its construction, or its make-up as a book. 

B. The evidences of its divine origin and inspiration. 

C. The historical facts of the Bible. 

D. General and special introduction to each book of the 
Bible. 

E. The life of Christ. 

F. The doctrines of the Bible. 

G. The principles of Bible interpretation, with the helps 
to such interpretation as Bible geography, manners and cus- 
toms, etc. 

(2) Of the true theory and methods of teaching the Bible. 

A. The true idea, relations, organization and management 
of the Sabbath-school, especially its oneness with the Church. 

B. The best methods of instruction. 

C. The human soul w r hich we teach. 

2. Experience. 

(1) Of God's providential care and discipline in education 
by books, in business and home, of surroundings, in disap- 
pointments and sorrows, in social intercourse with men and 
the world. The true teacher's whole life is God's training 
in common sense, fitting him the better to deal with souls. 

(2) Of the Spirit's work, convicting, regenerating, convert- 
ing, sanctifying, comforting and sustaining by the word, and 



THE TEACHER'S TRAINING. 155 

" leading into all truth," enabling him to teach " in demon- 
stration of the Spirit and of power." 

3. Practice in — 

(1) Independent study of the Bible-lesson. 

(2) Teaching a class. 

(3) Teaching under the supervision of able and approved 
teachers, followed by their criticisms and suggestions. 

(4) Teaching under constant self-observation and self- 
criticism. 

Dr. Thomas Arnold once said: "I prefer activity of 
mind and an interest in the work to high scholarship, for 
the one may be acquired far more easily than the other." 

III. Means of Teacher-Training. 

1. How shall this training be secured ? 

1. By the Normal Class. (The name is not important, but 
the thing itself — training of teachers — is essential to success 
in Sabbath-school work.) 

This is a class designed to prepare teachers for their 
work, composed of actual and intending teachers, pursuing 
a regular course of instruction by means of text-books, 
drills and lectures on the matter and methods of Bible-teach- 
ing, led by the pastor, superintendent or other competent con- 
ductor. 

A Normal Class differs from the Teachers' Meeting, which 
is particularly designed to give a special preparation for the 
next Sabbath's work, whilst the Normal Class is designed to 
give a general preparation for the work. 

The theological seminary gives the candidate for the min- 
istry a general preparation for his profession. When he en- 
ters on his pastoral duties his week-day studies must be pur- 
sued to fit him for the pulpit on each succeeding Sabbath. 



1&6 WESTMltfSTEB NORMAL OUTLINES. 

The Normal Class is the teacher's theological seminary. The 
Teachers' Meeting is a review of his weekly study of the 
next Sabbath's lesson. 

'2. Various methods of Normal Class work. 

(1) The Teachers' Meeting, which may be so conducted as 
to include (besides the lesson for the next Sabbath) general 
study of. the Bible and the best methods of teaching. 

2. A regular Normal Class, taking the time of an entire 
evening, the most convenient of the week. Two-thirds of 
the time may be devoted to the consideration of some topic 
of Bible-study, or what to teach, and one-third to Bible- 
teaching, or how to teach. 

(3) A School Normal Class, composed of select young 
women and men, meeting at the same time as the Sabbath- 
school, and following the regular normal course. 

(4) The Seminary Normal Class is organized in a male or 
female seminary, pursuing a course of normal study. 

(5) The Pastor lectures on Sabbath evening on the nor- 
mal lesson, and reviews the congregation upon it some hour 
of the week. This is substantially the method of Rev. Dr. 
Falconer of St. Louis. 

Note. — For suggestions to Normal-Class conductors and students see West- 
minster Normal Outlines, Junior Course, pp. 5, 6, 7. 

3. The Teachers' Institute. 

This is a meeting of the teachers of the Sabbath-schools 
of a certain district for conferences, lectures, addresses, class- 
drills, specimen lessons and criticisms. Its success will de- 
pend upon the care expended on the programme, the selec- 
tion and procuring of competent leaders, etc. 

The advantage of a normal class over an institute is that 
the class is permanent or continued for a prolonged course, 
while the institute is, of necessity, brief. 



THE TEACHER'S TRAINING. 157 

4. The Convention. 

In connection with Sabbath-school State, county, district 
or township conventions normal exercises for training teach- 
ers may be introduced to great advantage. 

5. The Sabbath-school Assembly. 

This is a large gathering of Bible-teachers devoting 
themselves for several days to study and preparation for 
their work by attending lectures, normal drills, etc. 

6. Private individual Normal work. 

Many who cannot enjoy the advantages of the stimulus 
and aid furnished by the Normal Class, Teachers' Meeting, 
Institute, Convention or Assembly, are by their personal dili- 
gence in study approving themselves unto God workmen 
that need not to be ashamed. Success in such study will 
largely depend on the following conditions : 

A. A rigid adherence to a systematic division of time, al- 
lowing a certain portion each day for such study. 

B. Choice of the best text-books. 

C. Persistent endeavors to apply the knowledge of the 
principles of teaching acquired to the individual's weekly 
class-labors. 

D. Much can be gained by an occasional visit to other 
schools and classes similar to your own. 

E. Many hints in teaching can be gained by visiting good 
secular schools. 

Normal Drill. 

1. What three things are included in teacher-training? 

2. What two departments of knowledge must the teacher master ? 

3. Give the items of Bible instruction. 

4. What should the teacher know of the methods of teaching ? 

5. What experiences are used of God to train teachers ? 

6. What practice is necessary to train a teacher ? 

7. What is a Normal Class ? 

J4 



WESTMINSTKH NORMAL OUTLINES. 

S. Distinguish it from an ordinary Teachers' Meeting. 

9. Give live different methods of carrying on Normal Class work. 

10. What are the object and methods of a Sabbath-school Institute? 

11. Of a Sabbath-school Convention? 

12. Of a Sabbath-school Assembly? 

13. Give five rules for the teacher's training of himself by private 
study. 



LESSON VII. 

LESSON OR LECTURE— WHICH? 

The Sabbath-school has assembled ; the opening services 
have been concluded ; the superintendent has said, " Teach- 
ers will take their classes ;" the Scripture selected is now to 
be taught to the class. 

Shall this teaching be done in the form of a lecture or of 
a lesson ? The decision of this question will determine the 
kind of preparation the teacher should make and the meth- 
ods of teaching he should employ. The class-exercise should 
be a lesson, and not a lecture. 

I. Lecture or Lecture System — 

A method of giving instruction by formal expositions, 
generally written out and read to the learners. Hence the 
term " lecture " (from the Latin, meaning reading or some- 
thing read). Lectures are, however, often extemporaneous, 
or delivered without previous preparation of the language. 
The lecture is given to a silent class. The lecturer dispenses 
with questions and answers, drill exercises, conversation, de- 
velopment of expression by the scholar, etc. The lecturer 
simply speaks, and the scholars simply listen and take notes. 
The lecture system of instruction may be advantageously 
used in the Sabbath-school — 



LESSON OR LECTURE— WHICH f 159 

1. Where the scholars are of mature and well-disciplined 
minds, and at the same time are — 

2. Able to grasp knowledge without any effort on the teach- 
er's part to secure their attention or awaken their minds ; 

3. And are able to arrange new ideas in their minds and 
apply them in practice; 

4. Where the scholars appreciate Bible knowledge so 
highly that they need no stimulus from the teacher to en- 
gage in its study. It is evident that classes of such scholars 
are extremely rare in our Sabbath-schools ; 

5. When a class is organized as a lecture-class, and taught 
as such, for the purpose of bringing into the school those who, 
for various reasons, would not come if they were to be asked 
questions. 

II. Advantages of making the Class Exercise a 
Lesson, with Question and Answer, Repetition, 
Drill, Conversation, etc. 

1. It carries out the essential idea of education — viz., that 
it is a drawing out of the powers of the scholars. " The mind 
is an organism to be developed, not a vessel to be filled." 

2. It carries out that which has been called the golden 
rule for teachers : " Never tell your scholars anything they 
should know, or they can be led to find out by judicious 
teaching." Mr. James L. Hughes says : " If only this one 
rule were carried out, the teaching in most schools would be 
revolutionized. Young teachers should repeat it every morn- 
ing on their way to school, and ask themselves every even- 
ing wherein they have violated it. It will form a pruning- 
hook to cut away most of the errors in method, if it is in- 
telligently used." 

3. To the average class the lecture system is impracti- 
cable. 



160 WESTMINSTER NORMAL OUTLINES. 

(a) It encourages a passive attitude of the scholar's 
mind, while this is the very state from which he should 
be aroused. 

(6) The lecture plan furnishes no stimulus to study. 

(c) The lecture plan furnishes no test by which the teacher 
can find out whether the scholar understands the lesson or not. 

(d) The lecture plan does positive harm by repressing the 
scholar's power of thought. At best it can only make crit- 
ics, ready to judge, but helpless to think or speak for them- 
selves. 

4. The lesson plan, with its questions and answers, its 
repetitions and drills, and its conversations, quickens the 
self-activity of the scholars. 

The great aim of every teacher should be to teach the 
pupil to think — to draw out his thinking, feeling, willing 
power. Telling is not teaching. Lecturing or sermonizing 
is not teaching. The teacher should lead or guide his pupils 
through the gardens of knowledge, and show them which 
kinds of fruits are beneficial and which are injurious. He 
should show 7 them the best means of obtaining the fruit, but 
he should not pluck it for them, eat it for them, digest it 
for them. He should teach them how to think — he should 
not do their thinking for them. 

5. The lesson plan provides a test of the scholar's prog- 
ress, makes him accurate in his understanding and expres- 
sion, and develops his power of continuous thinking. 

III. Cautions. 

In conducting the lesson — 

1. Insist on a thorough recitation from memory of the ex- 
act words of the Scripture and of the Catechism. 

2. Beware of relying on repetition by the scholar of the 
explanation of the truths of the lesson committed to memory. 



HOW TO AWAKEN INTEREST IN STUDY. 161 

3. Insist on the scholar's rehearsing the lesson truths in 
his own words. 

4. Beware of trusting to simultaneous answering. This 
method of answering (i. e. the entire class repeating answers 
in unison) is useful, but has danger attending it, chiefly 
that the teacher cannot detect the misunderstanding of the 
scholars. 

5. Beware of attempting the conduct of a lesson unless 
you have made (a) thorough preparation of the words 
and ideas ; (6) thorough preparation of the plan of teach- 
ing it, the questions to be asked, the illustrations to be used, 
etc. 

6. Insist on such a thorough preparation of the lesson by 
the scholar as shall ensure in the recitation attention, liveli- 
ness and naturalness of tone of voice. 



LESSON VIII. 

HOW TO AWAKEN INTEREST IN STUDY. 

Note. — -The teacher's permanent success will altogether depend on his 
awakening an interest in the scholar in studying the Bible. This should 
be an interest which will remain, not only during the week, but, ever 
strengthening, during life. 

I. Motives, 

To what principles in the human heart can the teacher ap- 
peal to arouse interest ? These are of two kinds : 

1. Emulation (meaning a desire of excelling others), rival- 
ry, competition. The appeal to these by means of offering 
prizes, rewards, etc. should be made with the utmost cau- 
tion, if at all. The principle of emulation in man needs 
u* L 



102 WESTMINSTER NORMAL OUTLINES. 

repression and control, rather than stimulus or develop- 
ment. 

2. The higher motives. 

(1) The love of knowledge. It is an axiom that the mind 
has an appetite for the proper-kind of knowledge as certain- 
ly as the body has an appetite for the right kind of food. 

Horace Mann said : " Mark a child when a clear, well- 
defined, vivid conception seizes it. The whole nervous tis- 
sue vibrates; every muscle leaps; every joint plays; the 
face becomes auroral; the spirit flashes through the body 
like lightning through a cloud." God has endowed our 
scholars with curiosity, and has connected the acquisition 
of knowledge with the keenest delight. 

(2) The love of improvement. We can safely inspire our 
pupils w r ith holy ardor for advancement, 

" So that each to-morrow 

Finds them farther than to-day." 

(3) The love of approbation. Judicious praise is a right 
incentive and reward, and the desire for it a commendable 
motive. 

(4) The love of usefulness. No man liveth unto himself; 
no man dieth unto himself. 

(5) The love of right-doing. There is a conscience in 
every scholar, and if we can make each one conscientious 
in studying God's word, our end is reached. 

II. The Methods. 

1. The teacher must have thorough preparation, enthusi- 
astic interest in the truth, thorough identification with the 
lesson. 

2. His manner must be animated and natural. 



STUDY OUT OF SCHOOL. 163 

3. He can use the surprise-power appealing to the curios- 
ity of the class. 

4. Interest is awakened by keen questioning. 

5. Illustrations that illustrate awaken an interest in the 
subject. 

6. The teacher must adapt his method to the class and to 
the individual scholar. 

7. The teacher must vary his method to avoid monotony. 

8. His words must be perfectly plain and lucid. 

Normal Drill. 

1. What do you mean by " interest in study " ? 

2. Show the importance of arousing it in the scholar. 

3. What two kinds of motives to study are there ? 

4. Give your opinion of the use of emulation and competition, and 
your reasons for it. 

5. What are the five highest motives ? 

6. Show the practicability of successfully appealing to these motives. 

7. Give several methods of awakening interest in study. 



LESSON IX. 

STUDY OUT OF SCHOOL 

I. Why aim at it ? 

1. In the Sabbath-school there is time only for a short 
recitation. There is no opportunity for study in the school- 
hour. If the scholar does not study out of Sabbath-school, 
he does not study at all, and without study there is no im- 
provement. 

2. There can be no real recitation in the Sabbath-school, 
therefore, unless there has been study out of school. 

3. The aim of the teacher should be to produce the de- 
sire and power in the scholar to study the Bible independ- 



MM WESTMINSTER NORMAL OUTLINES 

ently. The best of all teach ii g is to teach the scholar to 
think, to invest g I for himself, to teach himself. 

4. By inducing study out ol school we take possession 
of many hours for Christ, we exclude much vain reading, 
and we throw a safeguard around the scholar to shield him 
from many assaults of the tempter. 

II. How can the teacher induce the scholar to study out of 
school ? 

Notk — Tim k ool of tike question for an indifferent teacher, or for a 

rr unwilling himself diligently to study. 

1. In the class, 

By carefully instructing the scholar what he should 
study — e. g. the title of the lesson, the Golden Text, the mem- 
ory verses, the lesson plan, the " P. P. D. D. D., v persons, 
places, dates, doings, doctrines. Carefully choose out of the 
lesson the things you desire studied, and distinctly announce 
shand to the class. 
2 By carefully showing the scholars how to study these 
particular things — e.g. how to commit :ry T.. G. T. 

and L. P., memory verses, etc. how to use their reference 
Bibles and concordance (practice with them in the classX 
Show them how to use the Bible Dictionary and maps. etc. 
Sh -'W them how to ask themselves the questions and discov- 
er for themselves the answers. Show them how to review 
their own work. 

2. Bv awakening an interest in the lesson for the next 
Sabbath. 

3. By so teaching and questioning that the scholar shall 
feel that he is expected to have his lesson. 

4. By encouraging those who have studied their lesson. 

5. By assigning a particular point in the lesson to each 
scholar to inve i and report up«"»n. 



NEGATIVE RULES FOR METHOD AND MANNER. 165 

6. By writing letters stimulating to lesson study out of 
school. 

7. By conversation and personal influence as you meet 
the scholars. 

Normal Drill* 

1. What is meant by "study out of school"? 

2. Why is study out of school especially important and necessary in Sab- 
bath-school work ? 

3. Give other reasons why the scholar should be induced to study out 
of school. 

4. What means can the teacher use in the class to induce such study ? 

5. Illustrate the way in which you would show your scholar how to study- 
next Sabbath's lesson. 

6. What means can the teacher use out of class to produce this study ? 



LESSON X. 

NEGATIVE RULES FOR METHOD AND MANNER, 

I. For Method. 

1. Do not dwell disproportionately on minor points— e.g. 
geography, manners, customs, etc. 

2. Do not wander from the subject. " Hoc ageP Stick 
to your subject ! 

3. Do not prompt your pupils while hearing recitations. 

4. Do not attempt to teach too many facts in one lesson. 
"A little at a time." Step by step. 

5. Do not ask questions of the scholars in rotation. 

6. Do not face each scholar in turn. 

7. Do not name the scholar who is to answer before stat- 
ing the question. 

8. Do not point or look at the scholar to answer while 
stating the question. 



166 WE^IMIXSTEE NORMAL OUTLINES. 

9. Do not look fixedly at the scholar reading or answer- 
ing. 

10. Do not repeat a question for the sake of the inatten- 
tive. 

11. Do not ask one of a large class to recite verses indi- 
vidually. 

12. Do not assign next Sabbath's lesson without explain- 
ing it and showing the points you wish to be studied, and 
how they are to be studied. 

13. Do not deem one presentation of a subject enough. 
Review. Repeat. 

14. Do not do all the talking yourself. 

15. Do not allow the bright scholars to monopolize your 
interest or instructions. 

16. A golden rule for teachers: "Never tell a scholar 
what you can make that scholar tell you." (See Fitch's 
Rules, No. 2.) Mr. James Hughes* states it thus: "Do not 
tell anything the pupils should know, or can be led to find 
out by judicious teaching." 

II. For Manner. 

1. Do not be formal or frigid. " Whatsoever ye do, do it 
heartily, as to the Lord " (Col. iii. 23). 

2. Do not continually repress the animation, curiosity or 
enthusiasm of the scholars. 

3. Do not scold. 

4. Do not grumble or complain. 

5. Be not angry when questioned or controverted. 

6. Do not betray a lack of energy or enthusiasm. 

7. Do not lack sympathy or kindness. 

* The author is indebted to this gentleman for many of the points in this 
Lesson. 



DIFFICULTIES— HOW TO OVERCOME THEM. 167 

LESSON XI. 

DIFFICULTIES— HOW TO OVERCOME THEM. 

I. The teacher sometimes finds a difficulty in getting the 
scholars to answer his questions. 

1. When he is teaching — 

(1) Make the questions clearer and simpler. Ambiguous 
and indistinct questions force scholars to guess at their an- 
swers or remain silent. 

(2) By easy questions get all the scholars to answer at 
once (not too loudly); thus overcome backwardness and 
timidity. 

(3) Use the elliptical method of questioning, to form in 
the scholars the habit of answering. 

(4) Draw out backward pupils by very easy questions. 

(5) Do not permit the better scholars to do all the answer- 
ing. Put most of your questions to those scholars who are 
least disposed to answer. 

(6) Vary your style and method of questioning. 

(7) Never try to puzzle or confuse the scholar. 

(8) Never make fun of any honest answer, even if it is 
wrong. Put the best construction on every answer. 

(8) Praise effort as well as success in answering. 

2. When he is reviewing — 

(1) Induce the scholar to prepare his lesson. (See Lesson 
IX., on "Study out of School.") 

(2) Recall again and again the facts you have taught. 

(3) Never prompt, nor give a clue to the answer. 

(4) Be lively and brisk in questioning. 



WESTMINSTER NORMAL OUTLINES. 

II. The teacher sometimes finds it difficult to induce his 
scholars to ask questions. 

1. Beware of doing all the thinking yourself, and leaving 
nothing for the scholar. Be suowstive rather than exhaustive. 

2. Do not merely tell; rather teach, draw out; make 
your scholars think. 

3. Induce your scholars to write out questions. 

4. Assign to each scholar a part of the lesson on which to 
question you. 

5. Leave an interesting point before finishing it. " Let 
fall also some of the handfuls of purpose for her, and leave 
them, that she may glean them, and rebuke her not " (Ruth 
ii. 16). 

6. Beware of turning your class into a mere debating-club, 
but remember that the activity of your scholars' minds is a 
test of your success, and that you are not .teaching well un- 
less your scholars ask you a great many questions. 

III. The teacher finds it difficult to impress the lesson on 
the scholars. 

1. Leave generalities. Come to specific and practical 
points in your scholars 5 lives. 

2. Teach fewer things. Impress what you do teach. 

3. Repeat, drill, review! Repeat, drill, review! Repeat> 

DRILL, REVIEW ! 

4. Apply each point as it comes up. 

5. Make the scholars apply the general teaching. 

6. As a rule, apply particular points to individuals pri- 
vately. 

IV. Teachers often find the time for the lesson too short. 

Note. — The superintendent should conscientiously bring the teacher to 
the class exercise as soon as practicable ; should guard him sacredly against 



SABBATH-SCHOOL ORDER. J 69 

interruptions; and should give him as much time for the class exercise as 
can profitably be used. 

1. The teacher should not take too much time on the in- 
troduction. 

2. He should teach, not preach. 

3. He should avoid digressions from the lesson. 

4. Dwell upon each point in the lesson so long only as its 
relative importance requires. 

5. Lose no time with incorrect methods of hearing verses 
recited. 

6. Hear only the verses you assigned. 

7. Remember that while you cannot inculcate all truth 
during the time of one lesson, you can in that short time 
incite your scholars to study all truth. 

Normal Drill. 

1. Let each teacher who has found difficulty in inducing his scholars to 
answer his questions hold up his hand. 

2. How is this difficulty to be overcome ? 

3. Why is it difficult to induce scholars to ask questions ? 

4. How can you lead scholars to question you ? 

5. Whence arises the difficulty in impressing the lesson ? 

6. How can it be surmounted ? 

7. How can the short time of the class exercise be most economically 
employed ? 



LESSON XII. 



SABBATH-SCHOOL ORDER, OR MANAGEMENT OF THE 

SCHOLARS. 

I. PRINCIPLES. 

1. Disorder' in the Sabbath- school is inexcusable. While it 
is as necessary, it is not as difficult, to preserve order in the 
Sabbath- school as in the day-school. The Sabbath -school 

15 



170 WESTMINSTER NORMAL OUTLINES. 

holds only for an hour and a half on one day of the week, 
and that the Sabbath day. The exercises are varied; the 
pupils are naturally on their best behavior; there is but a 
single recitation. 

2. Sabbath-school order is not a dull or listless silence, but 
the systematic performance by each of his duty in a quiet 
manner. " Perfect order may be in harmony with quite an 
amount of noise/' " Order does not necessarily mean re- 
pression." 

3. Sabbath-school order is based on — 

(1) The conscientiousness of the scholar. 

(2) His confidence in, and respect and love for, the teacher. 
Penalties here are unknown. There is no appeal to present 
fear or force. 

4. The secret of Sabbath-school order is in the teacher, his 
character and his qualifications. What the teacher is at 
heart and in his life, what he knows of the lesson and the 
scholar, his methods of teaching and his manners, will de- 
cide the order of the class. 

5. The government of the Sabbath-school should b& — 

(1) Kind and beneficent, in contrast with harshness and 
imperiousness. 

(2) Uniform, not variable. 

(3) Impartial, equal to all. 

6. While the superintendent is responsible for the order 
of the entire school, he is justified in holding each teacher 
responsible for the order of his class. 

II. Means of Preserving Order. 

1. Negative. 

(1) Do not govern too much. The purpose of the Sab- 
bath-school is to teach the Bible, and not to maintain order. 
Do not repress too much. 



SABBATH-SCHOOL ORDER. 171 

(2) Do not make many rules. 

(3) Do not suspect your scholars, but rely on their Chris- 
tian honor, and make them feel that you do. 

(4) Do not habitually censure, and never ridicule your 
scholars. 

(5) Never ring the bell to secure order. The bell should 
never be used in school except as a signal of motion or time. 
In general, never try to repress disorder by any loud noise. 

Mr. Hughes says : 

" 1. The bell is often misused. It should never be a 
signal for order. It is a signal for time and movement. 

" 2. The bell should always convey the same signal to 
the whole school ; it should never be rung for a single pupil 
or a few. 

"3. Give only one 'time' signal, and wait till it is 
obeyed. 

" 4. Give one 6 movement ? signal, but repeat it if the 
movement is not w r ell done." 

(6) Do not grumble. " No teacher who scolds or sneers 
or grumbles can ever have the sympathy of his pupils, and 
without it he can never control them or secure their best ef- 
forts in their school-work. " 

2. Positive. 

(1) Be what you would have your scholars think you are 
in heart, life and knowledge. 

(2) Gain the confidence of your scholars. Genuineness 
begets confidence. By your genuine interest in them, by 
your genuine respect for them, by your thorough prepara- 
tion, by your frankness and honesty, by habitual self-respect, 
make your scholars trust and respect you. 

(3) Gain the love of your class. Love begets love. The 
" small sweet courtesies" will, when real, secure affection. 



172 WESTMINSTER NORMAL OUTLINES. 

(4) Keep every scholar occupied every moment of the 
time. 

(5) Win and hold the attention of the scholar. 

(6) Combine firmness and decision with courtesy and gen- 
tleness. " Suaviter* in modo, fortiter in re" > 

(7) Train yourself into habits of perfect self-control 
as to — 

A. Manifestations of anger or irritation. 

B. Levity or moroseness of manner. 

C. Manifestations of partiality. 

D. Treatment of dull and disagreeable scholars. 



LESSON XIII. 

VISIBLE ILLUSTRATION. 



For outline on " Illustration of the Lesson " see Westminster Normal Out- 
lines, Junior Course, pp. 94, 95. 

I. Variety of Visible Illustrations. 

1. Blackboard, slate or paper illustrations. 

2. Pictures, maps and charts. 

3. Models and objects. 

4. Dramatic action. 

II. The Utility of Visible Illustration. 

1. It charms the attention of even dull minds. 

2. " The eye is one of the most important of the avenues 
through which the knowledge of the outside world enters 
the mind. Eye-Gate is well located, wide and much used. 
Whole caravans of knowledge pass through it daily. " 



VISIBLE ILLUSTRATION. 173 

3. " The things which are seen " make a quicker impres- 
sion on the imagination and heart and memory than those 
which are not seen. 

4. God's first revelation was by visible illustration in na- 
ture (Rom, i. 20 ; Ps. xix. 1, etc.). 

5. Christ (Matt, xviii. 2) "called a little child unto him 
and set him in the midst of them." He said (Matt. xxii. 
19), "Show me the tribute-money." All Christ's miracles 
have been called "parables in action." 

6. The whole Mosaic ritual was a grand series of divine- 
ly-appointed " object-lessons," or visible illustrations and 
types of truth. 

7. The prophets were accustomed under divine inspiration 
to use striking outward acts to impress truth. (See Jer. xiii. 
1-11; Ezek. iv. 1-3, 4-13; v. 1-5; xii. 3-12; Acts xxi. 
10,11.) 

III. Methods of using Visible Illustrations. 

1. Blackboard. (Slate and paper in classes where a black- 
board cannot be placed.) 

(1) It can be used as a bulletin-board, to announce lesson, 
hymns, report of the school or class, church and other meet- 
ings. 

(2) It can be used to present a picture or plan or outline 
of the lesson, and to aid in the review of the lesson. 

A. Usually such a blackboard exercise should be simple. 

B. Should be done in the presence of the class. When 
produced before the eye such an exercise is more interesting 
and impressive. 

C. Should not be too elaborate. 

D. Should not consist of mere symbols, lest it degenerate 
into a rebus or picture-puzzle. 

15 * 



174 WESTMINSTER NORMAL OUTLINES. 

E. Should grow as the lesson is developed — 
(a) To aid in developing the lesson ; 

(6) Because scholars take an interest much more intense 
in what they see made or help make than in any other work, 
however elaborate and beautiful. 

F. It is well to have every scholar draw the illustration 
for himself as the teacher draws it. This will fix attention 
and promote order. 

Let each scholar be provided with blank paper, pad and 
pencil for this purpose. 

(3) The Round Lake Guide points out the following blun- 
ders sometimes made by blackboard specialists : 

"1. Too much time spent in producing blackboard effects. 

u 2. Too much attempt at display of artistic power. 

" 3. Too much effort at ingenuity of design. 

" 4. The exercises are too complicated. 

" 5. Some of the pictorial illustrations are inaccurate. " 

2. Pictures, Charts or Maps. 

(1) These cannot be used as frequently as the blackboard. 

(2) It will be well to keep them out of sight until you 
are ready to use them. You thus stimulate curiosity and 
gain by the surprise-power. 

(3) When you show the picture, etc., let the scholars see 
for themselves. 

3. Object Illustration. 

(1) True object-lessons can very seldom be given in the 
Sabbath-school. 

(2) You can show the objects named in the lesson. 

(3) Permit the scholars to handle as well as look at the 
objects. 



MAP-SKETCHING. 1 75 

4. Dramatic Action. 

(1) Not merely appropriate gesture. 

(2) May be used in giving ideas of shape, size, direction, 
motion, action of machines — e. g. Oriental mode of grinding 
corn. 

(3) Teachers may often substitute actions for words with 
profit to themselves and others. Deaf-mutes substitute ac- 
tion for speech, and their gestures are readily comprehended 
and are full of force and meaning. 

N. B. Attempts under this head should be carefully guarded, lest in seek- 
ing to become interesting we become absurd and ridiculous. 

Normal Drill, 

1. What four kinds of visible illustrations can you mention? 

2. Mention considerations showing the usefulness of such illustrations. 

3. Give inspired examples of their use. 

4. To what uses can the blackboard be put ? 

5. Give rules for making blackboard lessons. 

6. What are some blunders of blackboard specialists ? 

7. Give counsels for using maps, pictures and charts. 

8. How should object-illustrations be presented ? 

9. Give rules for use of dramatic action in teaching. 

Note. — It has been wisely suggested that a good way to get a visible il- 
lustration well in hand is to present it to some child during the week and 
note how it impresses him. 



LESSON XIV, 

MAP-SKETCHING. 



Map-drawing may be divided into two distinct exercises, 
map-sketching and cartography. The latter includes projec- 
tion, filling in accurate details, coasting, coloring, etc., and 



17(i WESTMINSTER NORMAL OUTLINES. 

has no place in a Sunday-school lesson. The map-drawing 
done in Sunday-schools should occupy the shortest possible 
time, and should be so simple that every teacher and every 
pupil in the intermediate and advanced classes should be able 
to do it quickly and creditably. 

Map-drawing hobbyists have devoted so much attention 
to the difficult and almost unattainable parts of the art that 
they have convinced most Sunday-school teachers that it is 
an elaborate science, requiring a vast amount of natural 
ability to understand it, and a great deal of skill and train- 
ing in order to put it in practice. All this is a mistake. The 
average teacher and pupil can sketch a map of Palestine in 
one minute; the practiced teacher or pupil can do it in one- 
half that time, and without guessing relative distances. 

Is it desirable that every pupil should actually do the work 
of map-sketching for himself? Certainly. 

Is it not sufficient for him to look at maps sketched by his 
teacher ? Decidedly not. 

Will it not do for him to watch his teacher sketching his 
maps? No; although the latter is a much more educative 
process than the former. 

Mere looking is often greatly overestimated as a means of 
learning. The only way in which a pupil's active attention 
can be secured is by making him do, either with tongue or 
hand, the work he is learning. He may hear or look with- 
out being roused even to receptive mental activity, but if his 
hand has to do any work his own brain must guide it, so that 
he must be stirred not only to receptive but productive men- 
tal activity. One productive effort impresses the mind more 
than a dozen receptive efforts; doing a thing once will fix it 
in the memory more firmly than hearing about it or simply 
looking at it several times. 

It is therefore exceedingly desirable that every pupil in a 



MAP-SKETCHING. 1 7 7 

class, as well as the teacher, should sketch maps as they may 
be required. 

To do this well will require brief explanation, practice, 
and a paper pad and lead-pencil for each pupil. The paper 
pad can be made or purchased for a few cents, and is in 
every conceivable respect better for class-use in Sunday- 
school than a slate. Some prefer a blank-book made of 
good printing-paper to a pad. 

I. General Instructions. 

1. Avoid fine map-drawing in Sunday-school. 

2. Do only such sketching as can be done easily and quickly. 

3. Do not attempt to draw coast-lines with strict attention 
to details of a minute character; give these lines consider- 
able freedom and dash. A coast-line should not resemble 
the teeth of a saw. Accuracy is essential, but not accuracy 
in unimportant particulars. What is needed is correctness 
in the relative size and position of the countries sketched, 
and not exactness in regard to anything that is not charac- 
teristic. Teachers should remember that they are not draw- 
ing charts for the guidance of mariners. 

4. Most maps should be based on guide- or construction- 
lines of some kind. The simplest for all maps are squares 
or oblongs. These are easily made with accuracy, and by 
the use of either of them the shape, relative proportions and 
direction of coast-lines may be correctly fixed. By any other 
system the drawing of the construction-lines, except by guess- 
ing direction and distances, is more difficult to remember and 
do than the sketching of the map itself. 

5. When deciding how many squares to use in sketching a 
map the teacher should be guided by the peculiar shape of 
the country to be sketched. The squares should be made to 
fit, so that either at their corners or at the centres of their 

M 



178 WESTMINSTER NORMAL OUTLINES. 

sides they shall cross the most prominent parts of the coast- 
lino. 

In the map of the Scripture World, sketched on p. 179, the 
whole of the coast-line of Asia and Africa should be drawn 
without lifting the pencil, and it should cross the centre of 
the side of a square every time except at the point 6. There 
is no other portion of the world so difficult to sketch as this. 
Squares can be adjusted to fit the points of a map by using 
a frame with threads crossing it in both directions to repre- 
sent the construction -lines. These threads can be moved so 
as to make the squares larger or smaller; and the whole 
frame can be moved over the map to be drawn, so as to 
bring the prominent parts of the squares over the important 
features of the coast-line. It is only necessary then to sub- 
stitute construction-lines for the threads, and the work of 
sketching is a very simple matter. 

6. The size of the map may be decided by the size of the 
squares. The number of squares should always remain the 
same. 

7. The construction-squares for maps might be prepared 
in large numbers for class-use by the use of the printograph 
or electric pen. 

8. Coast-lines, rivers, etc. should be drawn very faintly 
at first until the correct positions have been fixed. 

II. Instructions for Sketching the Scripture 
World. 

1. Draw twelve squares, four long, three wide. 

2. Draw the coast-line from a to c without lifting the pen- 
cil. This line crosses the centre of the side of a square 
in every case but at b. 

3. Fill the north-western square with three irregular par- 
allel lines from the points 1, 2 and 3, which divide the up- 



MAP-SKETCHING. 



179 



per side into three equal parts. The point of Italy may then 
be easily completed. ■ 

4. The Grecian wedge can readily be fitted in between the 
parts already drawn, by a little practice. 

In this way a map of the most irregular part of the earth's 
surface may be sketched with sufficient accuracy for all prac- 




tical purposes in less than a minute. Having sketched the 
portion indicated, countries to the east may be added with- 
out further difficulty. 

III. Instructions for Drawing Palestine. 

1. Draw an oblong, length twice its width. 

2. Mark the point 2 one-third of the length from the 
north-east corner, and 4 at the same distance from the south- 
west corner. 



180 WESTMINSTER NORMAL OUTLINES 

3. Draw the coast-line with a general direction from 2 to 
3, and sweeping out to 4 at the bottom. The one prominent 
projection occurs when about a third of the line has been 
drawn. 

4. Halfway between 1 and 2 commence a faint line, ex- 
tending it straight down the map. This will give the gen- 
eral position of the Jordan and the seas. 

5. Divide the length of this line into thirds (measuring 
approximately with the eye). 

a. The upper third point marks the lower part of the Sea 
of Galilee. 

b. The lower third point marks the upper part of the Dead 
Sea. • 

This map may be extended east and south, as may be ne- 
cessary, when the chief features have been located as directed 
above. The time occupied in sketching Palestine should not 
exceed half a minute. 

Note. — It is an excellent practice to test pupils frequently at the close 
of a lesson by giving them the names of a few important places, and re- 
quiring each one to locate them on his map. They can compare them 
with correct maps at home, make changes where necessary, and return 
them on the following Sunday for examination. 



LESSON XV. 

THE TEACHER DEALING WITH INQUIRERS. 

Note 1. — The physician is trained to know what to do promptly in a 
sudden emergency. When an accident occurs or a sudden attack of dan- 
gerous sickness comes, then the physician cannot take time to study the 
best mode of treatment. Life may depend on his deciding at once what is 
best to do. He is therefore taught beforehand how to treat such cases. The 
teacher is a physician of souls. There are times of sudden crisis in the 
history of human hearts, 




16 



181 



182 WESTMINSTEB NORMAL OUTLINES. 

"' When, wounded sore, the stricken soul 
Lies bleeding and unbound." 

Teachers ought to be instructed beforehand how to deal with such cases. 

Xote 2. — The Rev. Dr. Charles Hodge once said : " There are times 
of emergency in every man's experience — times when the question, What 
must I do to be saved ? must be answered without delay and with clear- 
ness and authority.-' " It is well to have the answer which God has given 
to this question graven on the palms of our hands." We shall need to 
read it sometimes when our sight is very dim. 

In directing inquirers or persons interested in obtaining 
salvation — 

I. Be careful that you are abiding in Christ. It is when 
you are rejoicing in sins forgiven and acceptance in the Be- 
loved that you best can do this work. Be in the Spirit; 
rely for success only on the Spirit. 

II. While you direct them, you should have a deep love 
for their souls and a yearning desire for their salvation 
(Rom. x. 1 ; ix. 1-3). 

III. Remember that your only means is God's word. Not 
your explanation of it, but the gospel itself is the power of 
God unto salvation. If possible, have your Bible in your 
hand and read it to the inquirer. 

IV. Never try to prove to the inquirer that the Bible is 
God's word. Treat all doubt as sin — the worst of all sin. 
To all doubters say, "He that believeth and is baptized 
shall be saved, but he that believeth not shall be damned" 
(Mark xvi. 16). The inquiry-room is no place for " evi- 
dences of Christianity." 

V. Find out the precise condition of the inquirers. 

1 . One, perhaps, is a backslider ; read to him Hos. xiv. 
1, 2, 4 ; call to his mind David and Peter. 

2. Some are only partially convicted ; read Isa. i. 5, 6 ; 
liii. 6 ; Rom. iii. 23 ; 1 John i. 10. 



THE TEACHER DEALING WITH INQUIRERS. 183 

3. One is overwhelmed with conviction — cannot believe 
that salvation is for him ; read Isa. i. 18 ; liii. 4, 5 ; 1 
Pet. ii. 24; John vii. 37; Rom. v. 6-8. 

4. Another may not understand what it is to believe. He 
must be taught from God's word to receive Christ and trust 
in him (John iii. 15, 16) — that it is simply taking salvation 
as a gift (Rom. vi. 23 ; Rev. xxii. 17). 

5. A great many are troubled because they do not feel 
enough. Show them that the Bible never demands feeling 
— that it does demand faith. 

6. Another is afraid to start in the Christian life, lest he 
may fall away; read to him Isa. xli. 10, 13; 2 Tim. i. 12; 
Jude 24; Rom. viii. 35-39. 

VI. Do not assure inquirers that they are Christians. Let 
the Spirit of God grant " the assurance of faith " and " the 
witness of the Spirit." 

VII. Do not expect all seekers to have the same experi- 
ence. Remember that individuality modifies experiences in 
conversion. 

VIII. Commit the general invitations — e.g. Isa. lv. 1; 
Matt. xi. 28; Rev. xxii. 17- — to memory. 

IX. Aim at nothing less than the inquirer's immediate 
surrender to Christ. 

N. B. — The examination on this subject should partake of the character 
of a Christian conference. Let each one mention some method in guiding 
inquirers which he has used with success. Ask what are some general 
rules for working with inquirers. How should backsliders be directed ? 
How those partially convicted? etc., etc. Then let the nine points be 
taken up practically. 



\M WESTMINISTER NORMAL OUTLINES. 

LESSON XVI. 
THE TEACHER'S WEEK-DAY WORK. 

Xote 1. — The great object of the teacher is not merely to occupy an 
hour and a half of the scholar's time on the Sabbath, or to win his atten- 
tion and affection by cordial manners and useful instruction, or to awaken 
his mind to think, or to inculcate a certain series of Bible and Catechism 
lessons. These are but means to the end. 

Xote 2. — The teacher's great end is the salvation of every scholar in 
his class, " to turn many unto righteousness," " the perfecting of the saints, 
the edifying of the body of Christ " (Eph. iv. 12-16). 

Note 3. — The salvation of the scholar is more than conversion, more 
than forgiveness and acceptance. It embraces his entire sanctification, his 
building up in holiness, in a Christ-like character, that, whatsoever he 
does in word or deed, he may do all in the name of the Lord Jesus (Col. 
iii. 17). 

In the light of these facts, consider — 

I. Why the teacher should endeavor to influence the daily life 
of the scholar. 

1. Out of one hundred and sixty-eight hours in the week, 
the teacher has only one and a half on one day. He must 
get hold of the week-day hours or his influence is slight. 

2. These week-days are the seasons of the scholar's temp- 
tation, his battlefield. Satan is active seven days of the 
week. 



4. 
5. 

* The student is requested to fill the above blanks with written answers 
to the questions. 



THE TEACHER'S WEEK-DAY WORK. 185 

II. What things in the scholar's every-day life the teacher 
should endeavor to influence. 

1. His home-life, his treatment of father, mother, etc. 

2. His habits of devotion. 

3. His business or school habits. 

4. 
5. 

III. How the teacher can mould the week-day life of the 
scholar. 

1. By possessing himself a genuine, consistent Christian 
character — by the unconscious influence of a holy life. 

2. By acquainting himself with all the circumstances of 
the scholar — e.g. what kind of parents he has, who and 
what are his associates in and out of school. He should 
know what the scholar is reading during the week. (Re- 
call all the dangers besetting our scholars from evil books 
and papers, dime novels, sensational periodicals.) The 
teacher should know the business or work of the scholar. 

3. By so adapting his teaching during class recitation to 
the scholar's needs that it shall abide with him during the 
week. 

4. 

5. Give your ideas on visiting your scholars. 

(i) 

(2) 

(3) 
6. 
7. 

16* 



186 WESTMINSTER NORMAL OUTLINES. 

LESSON XVII. 
BIBLE-STUDY AT HOME. 

I. The Object. 

The object is to offer a practical system for carrying out 
these injunctions of the Scriptures and of the Church — viz.: 
Deut. vi. 6, 7, "And these words, which I command thee 
this day, shall be in thine heart : and thou shalt teach them 
diligently unto thy children ; " Eph. vi. 4, " Ye fathers, pro- 
voke not your children to wrath : but bring them up in the 
nurture and admonition of the Lord." Following the spirit 
of these divine commands, the Directory of Worship, chap, 
xv., sec. 5, says : " Let heads of families be careful to in- 
struct their children and servants in the principles of re- 
ligion. Every proper opportunity ought to be embraced for 
such instruction ; but we are of the opinion that Sabbath 
evenings, after public worship, should be sacredly preserved 
for this purpose." 

Our Presbyterian Church, through its highest judicatory, 
from the earliest time, has again and again declared and en- 
joined this duty of parental training. The Reunion Assem- 
bly of 1870 (page 123) unanimously resolved "that the As- 
sembly hereby most earnestly reminds parents and others of 
the duty of catechizing children and youth, and enjoins this 
duty upon them as one whose performance no instruction 
which children receive in the Sabbath- school or elsewhere, 
outside the family, can supersede or supply." 

All Christian parents are under a solemn vow to teach 
their children the Bible. When presenting them for bap- 
tism the obligation assumed was, "that they teach the child to 
read the word of God ; that they instruct it in the principles 
of our holy religion as contained in the Scriptures of the 



BIBLE-STUDY AT HOME. 187 

Old and New Testaments, an excellent summary of which 
we have in the Confession of Faith and in the Larger and 
Shorter Catechisms of the Westminster Assembly." 

It is evident that some combined effort is just now needed 
to bring parents up to the performance of these duties and 
the fulfillment of their vows. From all sides comes evi- 
dence that there is a pressing need of a genuine and perma- 
nent revival of home religion and parental instruction in the 
Bible. The note of warning sounded at the Presbyterian 
Council is only an echo of a loud call for earnest attention 
to the too-much-neglected duty of Bible-study at home. 
This object therefore commends itself to every pastor and 
session, and to every Christian parent. 

II. The Method. 

The plan suggested is an earnest, organized effort to in- 
duce all parents to give some time each week to the study, 
with their families, at home, of that lesson in the Scriptures 
and that lesson from the Catechism appointed for use in 
Presbyterian Sabbath-schools on the succeeding Lord's 
Day, and the promotion of this end by getting into every 
one of our homes the aids furnished by the Westminster 
Series of Lesson Helps prepared by our Board of Publica- 
tion. Of course it is not intended that the home Bible- 
study shall be confined to these lessons, but that they shall 
be a constant part of such study. 

The advantages of this method are great. 

1. It provides the father and mother, desirous of teaching 
the principles of our holy religion to their children, with a 
system of scriptural and doctrinal instruction. This is a 
great gain — to be able to say not merely, " Teach the Bible 
at home/' but each week to say, " Teach this lesson from the 
Bible at home." 



188 WESTMINSTER NORMAL OUTLINES. 

The Westminster lesson system is complete. It embraces — 

(1) A series of Scripture lessons, selected with the utmost 
care, passing in seven years through the principal books of 
the Bible. 

(2) An appropriate topic placed at the head of each 
lesson. 

(3) Particular verses of the lesson selected to be commit- 
ted to memory. 

(4) A chosen text of Scripture, which briefly expresses the 
central idea of the passage. 

(5) For each day of the week a passage of Scripture indi- 
cated to be read, as bearing on the week's lesson. 

(6) One question of the Shorter Catechism to be answered 
from memory, with simple questions or explanations of its 
principal truths. 

2. This system has been tried for eight years by our en- 
tire Church in its Sabbath-school instruction, and has held 
its place, enduring all criticism, and constantly widening its 
circulation. 

3. Much of the best scholarship of the Church is engaged 
in providing the best expositions and interpretations, illus- 
trations and applications of these lessons, and these helps 
are ready for the hand of the parent at home. 

4. By the co-operation of parents at home, teaching these 
same Bible and Catechism selections, the scholars can be 
prepared to recite their lessons in the Sabbath-school. Our 
Sabbath -school work will thus be rendered tenfold more ef- 
fective than it is at present. Indeed, we shall never have 
Sabbath-school work worthy of the name until fathers and 
mothers teach their children at home, and the Sabbath-school 
exercise shall become the recitation by the scholar of what 
he has learned of the Scripture and its meaning at home. 

5. By this means the Sabbath-school, instead of being an 



BIBLE-STUDY AT HOME. 189 

excuse for parents to neglect Bible-teaching at home, will 
become a stimulus and help to enable them "diligently to 
teach these things to their children." 

6. The fact that all the homes in the Church are studying 
the same lesson will prove an admirable incentive to the in- 
dividual parent, and will increase the consciousness of the 
communion of saints, and the unity of Christian effort will 
be manifested. 

But how can the Westminster Bible Lessons be introduced 
into every home ? 

1. The Presbyterial Sabbath-school committees, appointed 
to develop Bible-study and Bible-teaching, can work up this 
method in their Presbyteries. 

2. The most of the real work will fall upon pastors and 
sessions. Pastors can preach on parental obligation to the 
children, the home as a school of the Bible and of Christ, 
the dangers surrounding our homes, and the safeguard of 
Bible-study. They can unfold the plan of the Westminster 
Bible Lessons to their congregations, and show them the need 
of parents co-operating with the Sabbath- school. 

3. Parents, by the efforts of pastors and sessions, can be 
induced to provide themselves with the Westminster Series 
of Lesson Helps, especially with the Westminster Teacher, 
w r hich gives suggestions to aid and guide parents in instruct- 
ing their children. By this help the parents will be made 
familiar with the lessons and daily Bible-readings. The 
Teacher furnishes, besides other helpful matter, a complete 
commentary, by able writers and practical teachers, on every 
lesson of the year. By its aid each parent can easily teach 
the lesson to his children. 



190 WESTMINSTER NORMAL OUTLINES. 

LESSON XVUJ. 

FITCH'S RULES. 

Mk. J. G. Fitch, of the Normal College, London, has 
given seven maxims which embody in a few sentences the 
principles of practical teaching. He says of them, " They 
require to be pondered and grasped by every teacher/' 
Nothing better, nothing at once so comprehensive and so 
practical, can be found anywhere else in so short a space. 

I. " Never teach what you do not quite understand."* 

1. Reasons: 

1 Accurate knowledge is necessary to clear teaching. 

(2) Scholars soon detect and despise a teacher's ignorance 
of a lesson ; thus all influence over the class is lost. 

(3) Unless we understand the lesson we are in danger of 
" handling the word of God deceitfully" (2 Cor. iv. 2) — i.e. 
of giving it a wrong meaning and application. 

For further reasons for study of the lesson see Westminster 
Normal Outlines, Junior Course, pp. 71, 72. 

2. Violations: 

Neglect of preparation of the lesson. Attempting to 
teach difficult things which we have not mastered. (It is 
better to confess our want of knowledge of some things.) 

II. " Never tell a child what you could make that child tell 
you." 

1. Ren sons: 

(1) This rule accords with the fundamental principle of 

* Mr. Fitch is responsible only for the rules. The writer is responsible 
for the expositions. 



FITCH'S RULES. 191 

all teaching — " the mind is not a vessel to be filled, but an 
organism to be developed." 

(2) It injures the mind to pour in that knowledge which 
it already has ; it benefits the mind to draw out from it the 
expression of knowledge which it has. 

(3) The scholar will better remember what he has uttered 
than things repeated by the teacher. 

(4) The violation of this rule dissipates the attention of 
the class. 

(5) By making scholars tell what they know you induce 
an activity of mind which will readily grasp new knowledge 
imparted by yon. 

2. Violations : 

(1) Thousands of teachers habitually and constantly vio- 
late this rule by doing all the talking themselves, instead of 
inducing their scholars to talk. 

(2) By failure to question the class, to review, etc. etc. 

III. " Never give a piece of information without asking for it 
again." 

1. Reasons: 

(1) It will quicken the attention of the class to know that 
they will be asked to give again what is uttered. 

(2) By hearing the scholar give again in his own words 
what you have taught, you can detect his misunderstanding 
or his difference of views from yours. 

(3) Violations of this rule produce listlessness, inattention 
and indifference in the scholar. 

2. Violations : 

(1) Neglecting to review. 

(2) Attempting to teach so many things that there is no 
time for asking for them again. 



l#2 WESTMINSTER NORMAL OUTLINES. 

Normal JDrUL 

1. Recite from memory the first three of Fitch's Rules? 

2. What is the meaning of the first rule ? 

3. Why should no teacher attempt to teach what he does not quite un- 
derstand ? 

4. Mention some common violations of this rule. 

5. What is the practical meaning of the second rule ? 

6. Give the reasons for it. 

7. Mention the violations of it. 

8. Explain the practical carrying out of the third rule. 

9. Why should the teacher ask for every piece of information he gives? 
10. How is this rule violated ? 



LESSON XIX. 

FITCH'S RULES (Continued). 

IV. " Never use a hard word if an easy one will convey your 
meaning, and never use any word at all unless you are sure 
it has a meaning to convey." 

The treatment of this principle will lead us to consider 
the whole subject of 

THE TEACHER'S ART OF PUTTING THINGS. 

"And so spake that a great multitude, both of the Jews and also of the 
Greeks, believed" (Acts xiv. 1). 

I. Defined. 

1. By the teacher's art of putting things I mean the teach- 
er's style, his mode of putting his thoughts into words, his 
choice and arrangement of his words in teaching ; e. g. the 
teacher has the matter of next Sabbath's lesson in his mind. 



FITCH'S RULES. 193 

How shall he so state it, question his class, illustrate and 
apply the truths, that the lesson shall have the greatest 
effect? 

2. The first quality of style is clearness. 

(1) The worst fault of style is that the words are not 
understood. Yet how many words and expressions are 
used by teachers which convey no meaning or a wrong 
meaning to the scholar! 

(2) We should endeavor so to speak that the class cannot 
help understanding us. Hab. ii. 2 : " Write the vision and 
make it plain upon tables, that he may run that readeth it." 

(3) The example of all the writers of the Bible, of our 
Lord himself, whom the common people heard gladly, and 
of Paul, who used great plainness of speech, and who com- 
mands us to give milk to babes, teaches us, above all else 
in our style, to aim at clearness. Paul says (1 Cor. xiv. 19), 
" I had rather speak five w T ords with my understanding, that 
by my voice I might teach others also, than ten thousand 
words in an unknown tongue." 

3. The second quality of style is force — i. e. energy, live- 
liness and strength. 

4. The third quality of style is beauty. 

II. Acquired. 

1. To acquire clearness. 

(1) Form in your mind clear ideas of the truth. One 
reason why so many use indistinct words is that their 
thoughts are indistinct. Whenever you think clearly, and 
your heart is in it, you will teach clearly. 

(2) Use plain words. I do not say always short, or even 
always Saxon, words, but the words which are easily under- 
stood by the scholar. Let your language be perfectly clear 
and simple. 



194 WESTMINSTER NORMAL OUTLINES. 

(3) Remember that good illustrations make truth clear. 

(4) Study the style of the Bible, especially study the style 
of Jesus, to acquire clearness. 

(5) From Christ (never man spake like this man) learn 
to state truth concretely, not abstractly. 

(6) Sometimes use hard words, to make your scholars 
think. Afterward explain them. 

(7) Pray for power to use great plainness of speech. 

2. To acquire force. 

(1) So turn over the truth in your mind that as you muse 
the fire will burn ; out of the fullness of the heart the mouth 
speaketh. 

(2) Seek the aid of God's Spirit to demonstrate with power 
the truth to you and to the class. 

(3) Deeply imbue yourself with the energy of the Bible 
style. 

3. To acquire beauty of style. 

(1) Read prayerfully the most beautiful passages of the 
Bible. 

(2) Cultivate love for your scholars, and let it form your 
style. 

(3) Never sacrifice clearness or force to beauty. 

Normal Drill. 

1. Repeat Fitch's fourth rule. 

2. What is meant by " the teacher's art of putting things " ? 

3. Why is clearness regarded as the most important quality of style ? 

4. Give examples from the Bible of a clear style. 

5. Why do we say force is the second quality of style ? 

6. What is the importance of beauty in style ? 

7. How can the teacher learn to teach with clearness? 

8. How can he add force to his manner of putting things ? 

9. How can the teacher acquire a beautiful style ? 



FITCH'S RULES. 195 

LESSON XX. 

FITCH'S RULES (Concluded). 

V- " Never begin an address op a lesson without a clear view 
of its end." 

1. Meaning: 

(1) The aim of every lesson should be to lead every un- 
converted scholar to Christ, and to sanctify every converted 
scholar. 

(2) For this the main truth in the lesson should be im- 
pressed on every heart. 

(3) To make this impression by the Spirit's power is the 
true end of the lesson. To see distinctly the exact impres- 
sion desired, to determine to make it, and prayerfully and 
earnestly to use every power to make it, — this is practical 
teaching. 

2. Reasons: 

(1) Aimlessness in teaching is proof of a lack of earnest- 
ness. 

(2) A definite object gives unity to the lesson and com- 
mands attention. 

(3) The possession of a distinct purpose in a lesson de- 
velops the will-power of the teacher. It tones up the en- 
tire exercise. The scholar catches the impression that the 
teacher means business. 

3. Violations : 

(1) Want of preparation of the lesson. We cannot aim 
to impress truth of which we are ignorant. 

(2) Allowing the class to wander from the lesson. 

(3) Use of illustrations which are inappropriate and point- 
less. 



196 WESTMINSTER NORMAL OUTLINES. 

VI. " Never give an unnecessary command, nor one which 
you do not mean to be obeyed." 

VII. " Never permit a child to remain in the class a minute 
without something to do and a motive for doing it." 

1. Reasons: 

(1) The scholar must be busy with something aside from 
the lesson unless you occupy his attention with the lesson. 

(2) If part of the class is inattentive, the inattention 
soon spreads to the others. 

2. How can we keep every scholar busy? 

(1) The teacher must know each scholar and adapt his 
methods to the class. 

(2) Skillful questioning will hold the entire class. 

(3) If any scholar manifests the slightest inattention, ask 
him a question. 

(4) Treat the class as a unit. 

(5) Points in the lesson assigned to particular scholars the 
previous Sabbath may aid in this. 

Normal Drill. 

1. Recite Fitch's seven rules. 

2. What is the meaning of the fifth rule ? 

3. Give the reasons for a definite aim in teaching. 

4. How can the teacher acquire definiteness of aim? 

5. What are some violations of this rule? 

6. What is the meaning of the sixth rule? 

7. Why should the entire class be kept busy? 

8. How can this be done ? 



ATTENTION. 197 

LESSON XXI. 

ATTENTION. 
I. Nature. 

1. The word attention is derived from the Latin ad, toward, 
and tendere, to stretch. Its etymology signifies that state of 
the mind in which the mind stretches toward a thing, 

2. Attention is the steady application of the mind to any 
object or truth. It is not merely the silent and controlled 
condition of the body — not merely the outstretched neck, the 
upturned face and the bodily eye looking at the teacher or 
the object. As Mr. Hughes says, " A pupil may look with- 
out seeing, listen without being conscious of hearing, and 
hear without comprehending. He may sit and dream. The 
mind has inner as well as outer gates. The outer gates ad- 
mit merely to the courtyard of the mind. A great many 
pupils keep the inner doors closed to much of the teaching 
done by their teachers." 

Attention must include the application of the mind to the 
teacher and the matter in hand. The inner gates of the soul 
must be open, and these gates must be cleared of all other 
thoughts than those which the teacher is communicating. 
All other things, all other interests — work, play, other les- 
sons — must for the time be banished from the mind, and the 
whole soul concentrated and absorbed in the lesson and the 
instruction of the teacher. This is the kind of attention for 
which the teacher must strive. He should aim at preventing 
a rambling state of mind, in which the pupiPs thoughts 
roam from one object to another without fixing on any. On 
the other hand, he must awaken the pupil from indifference 
and that listless state of mind in which ideas make no im- 
pression whatever. 
17* 



198 WESTMINSTER NORMAL OUTLINES 

3. Characteristics of genuine attention. 

(1) Attention must be willingly given. Outward atten- 
tion or a resemblance of attention may be forced, but the 
real application of the mind must be voluntary. " One man 
may lead a horse to the water, but ten men cannot make him 
drink." True attention is not gained by commanding it, or 
by coaxing, threatening or scolding. 

(2) We aim at delighted attention. In a child " observa- 
tion, attention, concentration last so long as enjoyment lasts, 
and no longer." If we can by our method of teaching make 
the lesson attractive, we have gained our end. 

(3) We aim at undivided, intense edtention. One of the 
signs of weakness in any mind is being unable to fix all the 
thoughts on one thing. One of the highest achievements 
of any teacher is to train a pupil to be able to give entire, 
undivided, intense application of mind to one subject. This 
is a high attainment. This may not be possible in every 
part of every lesson, but there should at least be some part 
of every lesson which will arrest the involuntary attention 
of every pupil. If only one flower be clearly pictured in 
the memory, that one serves to recall the ramble and its 
pleasures. If some salient or culminating point in a lesson 
be illustrated or presented in an impressive or even startling 
manner, so as to condense the attention on it, it will form a 
magnet around which the other facts taught will group 
themselves. Bain says : " Intensity of sensation, whether 
pleasing or not, is a power." Of course we must relax our 
efforts at intensity of attention. We must not keep the 
class constantly on a strain. But occasionally it should be 
done. 

(4) Attention should be continuous. While great intensity 
of application is not to be expected throughout the lesson, 
willing, delighted and undivided attention must be kept up. 



ATTENTION. 199 

II. Necessity. 

1. Without attention all teaching is a failure. Attention 
is the only channel through which you can communicate 
ideas to a pupil. To say that your class is inattentive is to 
say the class is learning nothing. Attention is the most im- 
portant act of the mind. Hence such commands as " Attend 
to know understanding" (Prov. iv. 1), "Attend to the words 
of my mouth " (Prov. vii. 24), " My son, attend to my wis- 
dom " (Prov. v. 1). One of the phrases by which the con- 
version of Lydia is described is, "She attended unto the 
things which were spoken of Paul." The salvation of our 
scholars is bound up in their attention to the things taught 
in the Bible. 

Dr. J. S. Hart says : " There is and there can be no teach- 
ing if the attention of the scholar is not secured. The 
teacher who fails to get the attention of his scholars fails 
totally." 

2. The kind of knowledge of our pupils will be in exact 
proportion to the degree of their attention. The difference 
between the educated and uneducated is just here — in their 
power of applying the mind for a continuous period of time 
upon any given subject. 

Wilmott says : " Attention makes the genius ; all learn- 
ing, fancy and science depend upon it." 

3. Memory is dependent on attention. The reason that so 
many things fade from the tablets of the mind is that they 
were never clearly stamped on it. There are other things 
so burned into our memory that we cannot forget them. 
They were burned in by intense attention. Thousands pass 
in the street; they seem to see the store-windows with their 
contents, yet they may be unable to describe, or even name, 
a single article in them. They paid no attention. How 
many hear the preacher's voice, yet neither understand the 



200 WESTMINSTER NORMAL OUTLINES. 

words nor remember them ! The teacher should endeavor to 
realize that his success will be in exact proportion to his 
power to gain and hold the attention of his pupils. 

Normal Drill* 

1. What is the derivation of the word "attention"? 

2. "What is its present meaning ? 

3. Distinguish between external and mental attention. 

4. Prove that attention should be willingly given. 

5. Why should we aim at delighted attention ? 

6. Give reasons for aiming at undivided attention. 

7. What is the power of intense attention ? 

8. Prove that without attention teaching is a failure. 

9. Give other reasons showing the necessity of attention. 



LESSON XXII. 

CONDITIONS OF ATTENTION. 

I. In the Teacher. 

1 . The right personal character attracts attention (see Les- 
son III.). During the French Revolution a noted leader 
introduced to the mob a venerable man thus: "Men, hear 
what seventy years of a pure life have to say." The young 
have an intuitive knowledge of character, far more than we 
usually suppose. They love genuineness and consistency. 
They hate hypocrisy, gloominess and worldliness in a relig- 
ious teacher. Upon their love for their teacher's character 
will depend their attention. 

2. Self-control draws attention. Self-control arouses the 
expectation of the class. The very appearance of possess- 
ing more knowledge and feeling than is shown excites the 



CONDITIONS OF ATTENTION. 201 

imagination of the scholars and irresistibly draws them. 
Order is commonly necessary to attention, and self-control 
in the teacher is the secret of the order of the class. All 
manifestations of the teacher's loss of self-control, whether 
by embarrassment, confusion of ideas or words, anger or 
impatience, weaken his hold upon his class. 

3. Cheerfulness of face and manner aids in securing atten- 
tion. The young are averse to gloom. Like flowers, they 
love sunshine. An habitual buoyancy of manner has for 
them an irresistible charm. When the teacher loses his 
cheeriness he loses the sympathy of his class, and conse- 
quently their attention. 

4. Thorough preparation fairly wins attention. Scholars 
are quick to discern any lack of preparation of the lesson 
in the teacher, and to dismiss attention. They respect the 
complete readiness of the teacher. 

5. Enthusiasm enlists attention. When the soul of the 
teacher, by study, meditation and prayer, has become satu- 
rated with divine truth, the enthusiasm is contagious. He 
becomes magnetic. He is filled .with an attraction of thought, 
faith and emotion combined. Some one has said, " Enthusiasm 
is well-directed energy, not mere excitement or an assumed 
animation. Enthusiasm must spring from a genuine fervent 
desire to accomplish a w^ell-understood purpose. Enthusiasm 
in teaching must grow from a love of the work, a thorough 
acquaintance with the subjects to be taught, and a deep con- 
viction of the great value of education in forming the char- 
acters and securing the success of his pupils.' 7 Another 
says : u Enthusiasm is not a reckless zeal without knowl- 
edge, neither is it that overplus of feeling or action that 
overdoes the work, but undoes the worker. But it consists 
in the combination of a high appreciation of the importance 
of your work, and a hearty zeal in the accomplishment of 



20 2 ]\ ES TMiys TKFx th >R MA L UTL TNES 

that work. Fanaticism is zeal without knowledge; indif- 
ference is do zeal whatever; enthusiasm is a zeal tempered 
by prudence, modified by knowledge. Indifference chills — 
enthusiasm warms and quickens. A teacher without enthu- 
siasm has no right to be a teacher. He cannot be one in the 
truest and broadest sense without it." 

6. The highest attention is only icon by the teacher's being 
filled with the Holy Spirit. 

II. In the Teachee's Methods. 

1. All the lessons on Methods of Teaching are lessons on 
securing attention. 

In Westminster Normal Outlines, Junior Course — 

(1) Sabbath-school Classification, pp. 41, 42. 

(2) Study of the Lesson, pp. 71. 72. 

(3) Meaning of the Lesson, pp. 75, 76. 

(4) Plan of" the Lesson, pp. 81, 82. 

(5) Adaptation in Teaching, pp. 85, 86. 

(6) How to Begin a Lesson, pp. 90, 91. 

(7) Illustration of the Lesson, pp. 94, 95. 

(8) The Teacher's Manner, pp. 100, 101. 

(9) The Teacher's Review, pp. 109, 110. 

(10) The Art of Questioning, pp. 114, 115. 
In this volume — 

(11) Lesson or Lecture— Which ? pp. 158-160. 

(12) How to awaken Interest in Study, pp. 161-163. 

(13) Study Out of School, pp. 163-165. 

(14) Xegative Rules for Method and Manner, pp. 165, 
166. 

(15) Difficulties — How to Overcome them, pp. 167-169. 

(16) Sabbath-school Order, pp. 169, 170. 

(17) Map-sketching, pp. 175-180. 

(18) Fitch's Rules, pp. 190-196. 



CONDITIONS OF ATTENTION. 20:j 

In recalling the bearing of these lessons upon the work 
of winning and holding attention, let us bear in mind that 
the more important elements are those discussed in this vol- 
ume, Lessons I. -VI., pp. 140-157. 

III. In the Sabbath-school Room. 

The Cyclopaedia of Education (p. 60) says : "Attention requires a vigorous 
exercise of the brain, and therefore is more or less dependent on the phys- 
ical condition. When this has been exhausted by labor, either bodily or 
mental, or weakened by disease, attention is scarcely possible, and the 
effort to give it is injurious because it induces still further nervous prostra- 
tion. Neither should deep attention be exerted or attempted immediately 
after a hearty meal. The nervous energy is then directed to the digestive 
functions, which active cerebration will greatly disturb. Hence the diet 
of a student should be light but nutritious. The brain should also be sup- 
plied with thoroughly oxygenated blood. No one can think well in an 
impure atmosphere, especially if it is contaminated by the breathing of 
many persons. In this way children often suffer a serious loss of health. 
They are crowded into apartments too small for the number to be accom- 
modated, and very imperfectly ventilated, and are at the same time ex- 
pected to give close and earnest attention to the subjects of instruction. 
This is a physical impossibility, and the attempt to do it must always be 
followed by disastrous results. In no respect has the aphorism, 'A sound 
mind in a sound body/ a more forcible application than to the exercise 
of attention." 

1. The room must be large enough to accommodate the 
school or class. 

2. The room must be well lighted. The brightness and hap- 
piness of scholars depend on their having plenty of light. 
There are rich congregations which, from mere penurious- 
ness, indifference or carelessness, are placing their Sabbath- 
schools or their primary classes in dingy, gloomy rooms. 
Such folly ought to be amended by the efforts of superin- 
tendents and teachers. 

3. The room must be properly ventilated. 

4. The teacher shoidd personally see to it that the sexton 



204 WESTMINSTER NORMAL OUTLINES. 

proper/}/ regulates the temperature of the room. The temper- 
ature should be about 65° Fahrenheit. 

5. Scholars should be seated comfortably. Their feet should 
not dangle above the floor or stools. The backs of the seats 
should fit the spinal curvature. 

6. The scholars, especially the younger ones, should be al- 
lowed occasionally to change their position. In primary 
classes, whenever the scholars become restless and inatten- 
tive they should be given some simple physical exercises. 
Merely standing up and sitting down will be better than no 
change at all. 

IV. In the Scholar. 

1. Proper appreciation of the importance of attention. 

2. Love for the teacher. 

3. Love for the Bible. 

4. Conscientious preparation of the lesson at home. 

Normal Drill. 

1. Mention six qualifications in the teacher which are helpful in secur- 
ing attention. 

2. Show the importance of each. 

3. Show the bearing of our lessons on methods of teaching, upon se- 
curing attention. 

4. Mention the conditions of attention in the room. 

5. Show how our physical condition affects our powers of attention. 

6. What are the conditions of attention in the scholar ? 



THE CULTIVATION OF MEMORY. 20o 

LESSON XXIII. 

THE CULTIVATION OF MEMORY. 

1. We remember, among other things — 

(1) Impressions made through our senses. 

(2) Information received from men and books. 

(3) Our reflections. 

2. A good memory must be clear, definite, retentive, ready — 
must not be shadowy, confused, oblivious, slow. 

3. Essentials in securing a retentive and ready memory. 

(1) Clearly- defined ideas. A drive through a new district 
on a misty day gives few ideas that live in the memory. 
Do not travel in a mist while trying to memorize. Do not 
lead or drive your pupils through a fog. Do not bury thought 
in words. By cutting the seed open we often destroy the 
germ while teaching. 

(2) Thoroughness in teaching. .No one remembers well what 
he only partially comprehends. Give time for ideas to 
root. Teach slowly. It is the gentle rain, not the down- 
pour of the thunder-cloud, that penetrates the ground. 

(3) Attention. Positive, undivided, intense, fixed. No re- 
membrance without this. (See Lesson XXI.). 

(4) Interest The amount of interest decides the intensity 
of the attention given, and on this depends the permanence 
of impressions. 

(5) Pleasure or pain. These decide the depth of our at- 
tention. 

(6) Repetition. 

A. To ourselves. 

B. Toothers. 

18 



206 WESTMINSTER NORMAL OUTLINES. 

[a) In concert. 
(6) Individually. 
Repeat, drill, review, again and again. 

(7) Association of ideas. One idea calls up another. Con- 
nect the teaching of to-day with what is already learned. The 
old forms a hook for the new. 

(8) Logical arrangement and classification of ideas. This 
is a corollary of the last. 

(9) The cultivation of the senses, that they may be acute, 
alert, accurate, attentive. 

(10) Body and brain should be in a vigorous condition. 
Memorizing new thought is the most exhaustive mental ex- 
ercise. Memorize in the early part of life and of the day, 
and in winter rather than summer 

4. Aids to memory. 

(1) "Memoria Technical such as the use of letters for fig- 
ures, and the formation of " key-words/' may be useful. This 
should not be carried too far, however. 

(2) Alliteration. (See No. 9, above, etc.) 

(3) Rhymes. 

" Thirty days have September, 
April, June, and November." 

(4) Initial letters of a list of names, etc., as B. A. W. T., 
C. C. C, P. J. (bought three hundred precious jewels), to 
remember Bede, Alford, Wickliffe, Tyndale, etc., translators 
of the English Bible. 



ATTENDANCE OF SCHOLARS AT CHURCH. 207 

LESSON XXIV. 
ATTENDANCE OF SCHOLARS AT CHURCH. 

There is no subject which now (March, 1881) is receiv- 
ing more attention from those interested in the religious edu- 
cation of the young than that of the attendance of Sabbath- 
school scholars on the services of the Church. The Second 
General Council of the Presbyterian Alliance, held in Phil- 
adelphia in 1880, gave it consideration ; Synods and Presby- 
teries are discussing it ; Conventions and Institutes give it 
a place on their programmes ; pastors are interested in it. 
As officers and teachers of the Sabbath-school w T e rejoice to 
take our share of responsibility in settling it. 

What position do we occupy ? 

I. Our aim is to train every scholar regularly to attend the 
preaching service of the Church. 

1. The Scriptures command us to gather the children in 
the public worship of Almighty God (Deut. xxxi. 12, 13; 
Ps. cxlviii. 12, 13). 

2. All baptized children are members of the Church, and 
as soon as practicable are to attend the church worship. (See 
Abrahamic Covenant, Gen. xvii. 1-12 ; Acts ii. 39.) 

All unbaptized children in our classes are to be considered 
and treated as Sabbath-school members of the congregation, 
as wards of the Church and in course of training for full 
membership in it. 

3. All children are by nature lost sinners, and God has 
appointed the preaching of the word to be the most import- 
ant means of their salvation (Ps. Ii. 5; Rom. iii. 19, 23; 1 
Cor. i. 21 ; 2 Cor. v. 20). // children cannot attend both 



20$ WESTMINSTER NORMAL OUTLINES. 

church and the Sabbath-school, by all means let them attend the 
church. 

4. Spiritual and eternal impressions are made in the pub- 
lic worship on young minds, even when they cannot com- 
prehend the preaching. The solemn service, the public 
prayer, the word read, the man of God, the sweet hymns, — 
all make impressions that abide 

" While life and thought and being last, 
Or immortality endures." 

5. Of inestimable value is the habit, formed in early years, 
of frequenting Jehovah's courts (Ps. xcii. 13). 

6. Xo sight is more beautiful than an entire family in 
God's Church. 

7. All these considerations are intensified where parents 
are not church attendants. 

II. Methods of securing the attendance of all our scholars at 
church. 

1. Christian parents should begin the work. If they love 
the Church, if they are consistent, if they long for God's 
courts, their children will catch their love and longing. They 
will of course follow their parents to church. 

But in cases where example is not enough, all the loving, 
unyielding authority of the father and mother should ensure 
their children's presence in the church. In multitudes of 
cases professedly Christian parents are responsible for their 
absence. They accept such reasons as dissatisfaction with 
the preacher or with officers or members of the church ; or 
their over-indulgent regard for the whims of their children, 
or a false fear that they may be wearied, or the fact that 
they attend Sabbath-school, etc., influences them to consent 
to their remaining at home. 



ATTENDANCE OF SCHOLARS AT CHURCH. 209 

Many parents do not provide sufficient sittings at church 
for their entire family. Some speak before their children 
of their minister or the sermon or other parts of the church 
services in a censorious or critical or irreverent manner. Is 
it any wonder that such children acquire a distaste for 
God's house? 

Success in inducing our youth to attend church is impos- 
sible without the earnest co-operation of parents. 

2. Pastors come next to parents in this work. 

(1) They can bring the obligations of parents home to their 
consciences from the pulpit. 

(2) In pastoral visitation they can insist upon the attend- 
ance of children at church. 

(3) They can give the children their appropriate " portion 
in the Sabbath service." (See paper by Eev. Alexander 
McLeod, D. D., of Birkenhead, England, in Report of Sec- 
ond General Council, pp. 441-447.) 

(4) Many pastors give out annual blank-books to be filled 
each Sabbath by the young with name and text of the preach- 
er.* Others regularly ask for reports from their Sabbath- 
schools of the number present at church, and of their texts. 

(5) Occasionally they can give an entire church-service to 
the Sabbath-school, which may incite them to more regular 
attendance. 

(6) In this pastoral work outside of the pulpit every mem- 
ber of the session should assist. 

3. The officers in charge of the church edifice should pro- 
vide sittings in the church for all scholars whose parents 
have no pews. It is unreasonable to expect children to attend 
church regularly unless regular sittings are assigned them. 
It is also unreasonable, to expect them to come if the seats 

* Year-books for this purpose can be had of the Presbyterian Board of 
Publication at the rate of five dollars per hundred. 

18* 



210 WESTMINSTER NORMAL OUTLINES. 

given them are hard, uncomfortable, and located so that they 
ean neither see nor hear the pastor. Sometimes children are 
placed in seats too high for their feet to touch the floor. 
Sometimes they are too much crowded. If we mean that 
all our scholars shall attend church, provision must be made 
for them in the church. 

4. The superintendent should regard it as one of his chief 
duties to induce all the scholars to attend the church- service. 

1 He should each Sabbath give prominent notice of the 
preaching and other church -services. 

2 He should secure through the secretary an accurate re- 
port from each class of the scholars who attend church. 

(3) He can bring the matter of children's attendance at 
church to the attention of the teachers. 

5. The teacher should realize that unless he brings his schol- 
ais into the church he runs the risk of losing the results of his 
labor. 

1 1 This should be a frequent theme of instruction. 
2 He should encourage those scholars who attend 
church. 

(3) He should visit his scholars^ homes and obtain the co- 
operation of their parents. 

4 He can meet all his scholars whose parents are not 
church attendants, in the church- vestibule, and help to wel- 
come them to seats. 

Normal Drill. 

1. Give facts showing the importance of this subject. 

2. What should be our aim in regard to church attendance of our schol- 
ars? 

3. Prove from Scripture that children should attend public divine worship. 

4. How answer the common objection that children cannot comprehend 
the church-services ? 

5. Illustrate the valu^ of the habit of church attendance. 



ORDER OF EXERCISES. 211 

6. How can parents secure the presence of their children at church ? 

7. What can the pastor do to aid this ? 

8. What can the superintendent do ? 

9. The teacher ? 



LESSON XXV. 

ORDER OF EXERCISES, 

What shall be the services or exercises of the Sabbath- 
school ? In what order shall they be conducted ? What time 
shall be given to each ? 

I. Accepted Principles. 

1. The object of all the exercises in the Sabbath-school is 
to glorify God in the salvation and edification of souls. It 
is not to give intellectual discipline, or scientific and literary 
culture, nor to entertain, nor to excite social emotions. " Con- 
version and edification " are the tests by which to try all our 
work. Sabbath-school work is as strictly religious work as 
is preaching. The formation in all, teachers and scholars, 
of a Christ-like character is the sole end of our work. 

2. The instrument op means of effecting this end are def- 
initely known, and are prescribed in Scripture. They are — 

(1) Prayer, Public prayer is acceptable to God (Isa. lvi. 
7). God promises to hear (2 Chron. vii. 14, 16). God prom- 
ises to bless (Ex. xx. 24). Christ is present to hear such 
prayer (Matt, xviii. 19, 20). We are exhorted to such 
prayer (Heb. x. 25), and we are to urge others to join in 
it (Ps. xcv. 6 ; Zech. viii. 21). 

(2) Praise. All are obliged to praise God in his worship. 
God's people (Psa. xxx. 4; cxlix. 1); Gentiles (Ps. cxvii. 



212 WESTMINSTER NORMAL OUTLINES. 

1 with Rom. xv. 11'. Children are to praise God (Ps. viii. 

2 with Matt, xxi. 16), high and low, young and old, to 
join in it Ps. exlviii. 11. 12'. -mall and great (Rev. xix. 
5), all men (Ps. cvii. 8; cxlv. 21). Psalms, hymns and 
spiritual songs are to he sung iPs. cv. 2; Eph. v. 19; Col. 
iii. 1 

Praise is a part of public worship (Ps. ix. 14 ; c. 4 ; 
exviii. 19. 20: Heb. ii. 12). 

i3' Reading end teaching the word of God, The Script- 
ures should be publicly read to all uDeut. xxxi. 11. 13; 
Xeh. viii. 3 ; Jer. xxxvi. 6 : Acts xiii. 15 i : should be taught 
to all 2 Chron. xvii. 7-9; Xeh. viii. 7. 8i; as means of re- 
generation James i. 18 ; 1 Pet. \. 23' ; quickening iPs. cxix. 
50, 93); illuminating (Ps. cxix. 130) ; conversion Ps. xix. 
7 : making wise [2 Tim. iii. 15; : cleansing and sanctifying 
John xv. 3; Eph. v. 26; Ps. xvii. 4; cxix. 9; John xvii. 
17), etc. 

The Sabbath-school is the Church of God assembled to 
teach and to learn by the help of the Holy Spirit the word 
of Christ, in order to lead souls to Christ and to build up 
souls in Christ. It therefore follows that the greatest prom- 
inence in our order of exercises should be given to teaching 
the Bible. This teaching is of the nature of worship. Prayer, 
praise, class-exercises, superintendent's remarks. — everything 
in the programme should converge towards impressing God's 
word upon the intellect and upon the heart. 

3. All are agreed that every part of God's worship ought 
to be characterized by sincerity John iv. 24 1, by reverence 
Ex. iii. 5; Lev. xix. 30: Ps. lxxxix. 7; cxi. 9: Heb. xii. 
28 . This reverence is not inconsistent with, but is to be 
united with, holy joy. cheerfulness and free gladness 'Ps. 
Ixiii. 5; xcviii. 4; 2 Chron. xxix. 30 ; Jer. xxxiii. 11); but 
all indifference of heart, levitv and frivolitv are mockery of 



ORDER OF EXERCISES. 213 

God. Irreverent postures, looks and tones, wandering eyes 
and thoughts, manifestations of mere social courtesies, are in 
the Sabbath-school as certainly violations of the law of rev- 
erence as they would be in the sanctuary. Irreverence is 
one of the most common sins of the youth of our land. We 
have the utmost need to stem its evil tide. As Tennyson 
says, 

" Let knowledge grow from more to more, 
But more of reverence in us dwell ;" 

and, addressing Christ, 

" We mock thee when we do not fear." 

4. The nature of youth requires brevity, variety and fresh- 
ness in our exercises. 

The fact that many young people attend the Sabbath- 
school reminds us carefully to avoid monotony and too 
great length. Child-nature is easily wearied. An incal- 
culable injury is done by attempting to teach children when 
they are wearied. We may thus give them a permanent 
distaste for religious teaching. 

II. Common Mistakes. 

Frequently, in the rapid growth of Sabbath-schools, the 
following errors have occurred in relation to order of exer- 
cises : 

1. Errors which result in shortening the teacher's time with 
his class. 

(1) The opening or closing exercises (sometimes both) are 
too long, too complicated and elaborate. The classes lose 
their freshness before the teacher has his opportunity. The 
time devoted to opening exercises should not exceed twelve 
minutes. The great work of the Sabbath-school is Bible in- 



214 WESTMINSTER NORMAL OUTLINES. 

struction by the teacher. This should have time proportion- 
ate to its importance. This time usually should be from 
thirty-five to forty-five minutes, according to the length of 
the session. 

(2) Even when the programme is properly adjusted, too 
much time may be given to singing. This is done to teach 
the school new tunes, etc. But there should be some other 
meeting appointed in which to teach singing. The ordinance 
of praise is unspeakably important, but the Sabbath -school 
should not be made a singing-class. 

(3) In many schools the teacher, while engaged in his 
class-exercises, is liable to interruptions from pastor, super- 
intendent, secretary, treasurer, librarian, etc. The teacher 
in his class should be sacredly guarded against interruption. 
He should be as secure as if he were with his class in a sep- 
arate room with door closed. It should be regarded as a 
violation of the law of the school and of Christian courtesy 
to interrupt any teacher whilst instructing his scholars. There 
should be no one stepping before the class "just to say a word 
to the teacher/' no calling for reports or collections or books, 
no distribution of books or papers, no one passing through 
the aisles during class-time. 

(4) Sometimes class-teaching is suspended to listen to 
speeches from visitors. This ought never to be done. No 
matter who the stranger is, the teacher should teach the les- 
son to his class. If afterward there is time for an address, 
let it be given then. (There are few exceptions to this rule.) 

2. Errors concerning the general review at the close of a 
session. 

(1) The superintendent makes a mistake in not review- 
ing the lesson, and giving a talk instead, which is often too 
long. 

(2) Sometimes the leader makes the review too long. Such 



ORDER OF EXERCISES. 215 

a review should not occupy less than five nor more than ten 
minutes. 

3. It is a great mistake to omit in the class-exercises and in 
the general exercises the repetition of one or more answers from 
the Shorter Catechism. Many of our most experienced work- 
ers insist upon the utility and practicability of having, in ad- 
dition to the regular Scripture passage, a supplemental les- 
son. In no way can this idea be better put in practice than 
in teaching the Catechism. 

III. Order of Worship. 

1. No one order will be best for all schools. The pro- 
gramme which the superintendent has tried and has found 
adapted to himself and his own school will be best for him. 
Let experience decide. 

2. The programme ought to be varied, somewhat at 
least, every six months, so as to get out of monotonous 
habits. 

3. A few specimens of orders of worship are subjoined : 

(1) Opening Service. 

Recitation of two or three verses of Scripture. 

Prayer. 

Recitation of the Ten Commandments. 

Hymn. 

Lesson-Study. 

Hymn. 

Pastor's or Superintendent's Words on the Lesson. Review 

of Catechism. 

Prayer. 

Hymn. 

Silent Prayer, closing with 

The Lord's Prayer. 



216 WESTMINSTER NORMAL OUTLINES. 

(2) Hymn. 

Recitation of the Twenty-third Psalm. 
Prayer. 
Alternate Reading of the Lesson. 
Hymn or Chant. 
Titles and Golden Texts of the Current Quarter. 
Lesson-Study. 
Hymn. 
Superintendent's Review of Lesson and Catechism, or Pas- 
tor's Words. 
A few Verses recited by the School. 
Prayer. 
Dismissal. 

(3) Alternate Reading or Recitation of Psalm xxiv. 

Hymn. 

Prayer, closing with the Lord's Prayer. 

Recitation by the School of the Titles and Golden Texts of 

the Current Quarter. 

Lesson-Study. 

Hymn. 

Review of Lesson and Catechism. 

Hymn. 

Prayer. 

Aaronic Benediction (Num. vi. 24-26). 

(4) Silent Prayer. 

Hymn. 

Recitation of the First Psalm, 

Prayer. 

Hymn. 

Titles and Golden Texts of the Current Quarter. 

Lesson-Study. 



ORDER OF EXERCISES. 217 

Review of Lesson and Catechism. 

Recitation of the Beatitudes (Matt. v. 1-12). 

Prayer. 

Superintendent repeats Acts xx. 32. 

All respond, Amen. 

(5) Silent Prayer. 

Hymn (two verses). 

Recitation of the Apostles' Creed. 

Whole School repeats the Lord's Prayer, followed by 

Prayer by the Superintendent. 

Hymn. 

Alternate Reading of the Lesson. 

Superintendent's Review of last Lesson, with Titles and 

Golden Texts of the Quarter. 

(This may be omitted at pleasure.) 

Lesson -Study. 

Pastor's Address on the Lesson and Catechism Question. 

Hymn. 

Prayer, ending with Lord's Prayer. 

Note 1. — These orders of worship are simply given as samples. They 
can be modified, rearranged, combined, or new ones can be made.* 

2. The secretary's report can be given after the review, and may be fol- 
lowed by a quiet distribution of the books to the teachers, who can distrib- 
ute them to the scholars after the dismissal. 

3. The pastor and superintendent should arrange the order of worship, 
witli the time for each part designated ; and this should be carried out. 

Normal Drill. 

1. State the object of all Sabbath-school exercises. 

2. What are the necessary elements in Sabbath-school worship ? 

3. Give several common mistakes in regard to the order of exercises. 

4. How can the superintendent guard the teacher against interruption ? 

5. Give a few specimen orders. of worship. 

6. How can the teacher and superintendent find time for the Catechism ? 
* An order is printed in each number of The Westminster Quarterly. 

19 



218 WESTMINSTER NORMAL OUTLINES. 

LESSON XXVI. 

SPIRITUAL EARNESTNESS. 
I. Defined. 

1. Earnestness includes two elements : 

(1) A clear conception of the end to be attained — a firm 
grasp of the mind upon a well-defined object to be secured. 
This is as indispensable to the student as a clear sight of the 
target is to the sharpshooter. Without this all our efforts 
will be only beating the air (1 Cor. ix. 26). 

(2) A concentrated, determined and persistent effort to at- 
tain that end. Work is not always an evidence of earnest- 
ness. Only whole-hearted work for a well-defined object 
proves it. 

2. Spiritual earnestness is— 

(1) Earnestness for a spiritual object — viz. the moral and 
religious improvement of the scholars, their immediate and 
eternal salvation. Whenever this end is lost sight of, when 
all the school management and methods are not animated 
by a holy enthusiasm for this supreme end, our work de- 
generates into routine. 

(2) It is an earnestness inwrought by the Holy Spirit 
(Gal. v. 22, 23 ; Col. i. 29). It is only begun, carried on 
and rendered effective in the accomplishment of its purpose 
by the supernatural presence and aid of the Holy Ghost. 

3. As an illustration of the necessity for earnestness, and 
its power in our Sabbath-school work, behold — 

(1) The concentration, determination and persistence of 
men of science, for twenty years, forty years or a lifetime 
devoting themselves to one specialty. Remember Agassiz' 
reply to the tempting offer of a large sum for the delivery 



SPIRITUAL EARNESTNESS. 219 

of a course of lectures, which would take him from his sci- 
entific investigations: "I have not time to make money." 

(2) The earnestness of business-men in efforts to succeed 
in their undertakings. The children of this world are not 
only wiser ? but more earnest in their generation, than the 
children of light. 

(3) Politicians in their struggles for power and office. 

(4) What men with poor advantages and meagre prep- 
aration can do for Christ when in "dead earnest" — e.g. 
Mr. Moody, Harlan Page, and many others. Almost 
every Sabbath-school can name one such example of the 
power of earnestness in persons of modest abilities. In 
James's Earnest Ministry, p. 69, we read : " If we inquire 
for the sources of energy, the springs of activity, in the 
most successful ministers of Christ, we shall find that they 
lay in the ardor of their devotion. They were men of 
prayer and of faith. They dwelt upon the mount of com- 
munion with God, from whence they came down, like Moses, 
to the people, radiant with the glory upon which they had 
themselves been intently gazing. They stationed themselves 
where they could look at things unseen and eternal, and 
came with the stupendous visions fresh in their view, and 
spoke of them under the impression of what they had just 
seen and heard. They drew their thought and made their 
sermons from their minds and books, but they breathed life 
and power into them from their hearts and in their closets. 
Trace either Whitefield or Wesley in their career, and 
you will see how beaten was the road between the pulpit 
and the closet. The grass was not allowed to grow upon 
that path. This was in great part the secret of their power. 
They were mighty in public because in their retirement they 
had, so to speak, clothed themselves with omnipotence." 

The same might be said of all others who have attained 



220 WESTMINSTER NORMAL OUTLINES. 

to eminence as successful preachers of the gospel. If, then, 
we want to see a revival of power in the school, we must see 
first of all a revival in the piety of those who teach in it; and 
when this is the case, then " he that is feeble among us shall 
he as David, and the house of David shall be as God, as 
the angel of the Lord before them." 

II. Relative Importance of Spiritual Earnestness. 

All educational methods, and many things highly esteemed 
in Sabbath -school work, belong to its mere accidents, and not 
to its essence. Among these are all matters of organization, 
scientific and literary culture of teachers, music, lesson-helps 
and statistics. 

But spiritual earnestness concerns the life of the work. 
Without this, methods and skill are nothing (John xv. 4, 
5). It is the 'supreme qualification for Sabbath-school work. 

This we find by testing our Sabbath-school work by the 
model. 

(1) What is the model or standard of our work? Not 
the secular school, with all its improved methods — not emi- 
nent superintendents and teachers. Nothing less than the life 
and work of Jesus Christ, the divine Teacher. 

(2) Tested by this standard, in what direction or line are 
the failure and defects of our Sabbath-school teaching? 
There is no dearth of educational methods or of school ap- 
pliances, but we find our teaching efforts defective in the 
moral and spiritual elements. When put beside those of 
Christ they lack his intense earnestness for the salvation of 
souls, his willing self-sacrifice for others, his prayerful sym- 
pathy and constant love. 

A. This is shown in the too-prevalent dearth of reverence 
in praise and prayer and in dealing with the Scriptures. 

B. The low spiritual tone of much of the Sabbath-school 



SPIRITUAL EARNESTNESS. 221 

work is shown by the fact that teachers are enlisted who are 
not Christians. 

C. The same is shown by the undue prominence given to 
the externals of the lesson — the historical facts, the geogra- 
phy, manners, customs, etc., etc. — by the failure to impress 
the religious truths of the passage, and by the frequent 
tendency to rest satisfied with the routine recitation of 
these things. 

D. It is feared that many laborers fail to make earnest, 
persistent and judicious efforts for the immediate salvation 
of all the unconverted in their classes. 

E. In all our work there is too often a tendency to ignore 
the Holy Spirit in his necessary and divine offices. 

F. The meagre spiritual results of our school-labors are 
swift witnesses to our supreme need of spiritual earnestness. 
See the percentage of conversions, and the comparatively 
small numbers added to the Church from the myriads in 
our schools. 

III. How is this Spiritual Earnestness to be Se- 
cured ? 

1. By a realization of personal need of it. 

2. By humble confession of lukewarmness and all indi- 
vidual sins. 

3. By believing, persevering prayer. 

4. By building up in ourselves a personal character con- 
sistent with our work. 

Normal Drill. 

1. Define earnestness. 

2. Define spiritual earnestness. 

3. Illustrate the power of earnestness and of spiritual earnestness. 

4. How is spiritual earnestness related to other qualifications of the 
teacher ? 



222 WESTMINSTER NORMAL OUTLINES. 

5. Prove that spiritual earnestness is the supreme qualification of the 
teacher. 

6. With what is our Sabbath-school work to be measured? 

7. What things in our Sabbath-school work show the need of a revival 
of spiritual earnestness ? 

8. How is this revival to be secured ? 



LESSON XXVII. 

THE CATECHISM. 



The Catechism is a summary of Christian truth in the 
form of questions and answers. 

Among all denominations it has been customary to teach 
the doctrines of the Bible by catechisms. In them are con- 
centrated the rays of light scattered throughout the Bible. 
They are elementary systems of theology. 

I. Advantages of Catechism Study. 

1. It stores the memory with accurate statements of Bible 
doctrine. These statements are like seeds in the mind, grow- 
ing and bringing forth fruit. 

2. The Catechism presents truth in a system, showing the 
relations and harmony of Bible doctrines. It furnishes "the 
form of sound words" (2 Tim. i. 13). 

3. Catechism study preoccupies the minds of our scholars 
for truth. 

(1) Analogy. As the thorough culture of vegetables in a 
garden prevents the growth of weeds, so the thorough indoc- 
trination of the young mind in truth is the most certain pre- 
ventive of the growth of error. 

(2) Experience. The committing to memory of the 



THE CATECHISM. 223 

Shorter Catechism has proven in the experience of myr- 
iads the most impregnable fortification of the soul against 
infidelity. So catechisms, if they contradict the truth, are 
mighty engines for the propagation of error — e. g. the Rom- 
ish, etc. Evangelical Christians cannot afford to give up 
this method of instruction. We ought with all our power 
to bias the minds of the young for truth, forewarn them 
and prepare them for the onsets of unbelief. 

4. The Catechism committed to memory is an invaluable 
aid in studying the Bible. It acts as a guide-book to the 
Bible explorer. It is a key to unlock many Bible mys- 
teries. 

5. The thorough memorizing of the Catechism tends to 
impress its truth on the heart This has been experienced by 
thousands. 

II. Difficulties. 

There are acknowledged difficulties in securing the intel- 
ligent repetition of the Catechism. 

(1) In the Catechism are some things hard to be under- 
stood. 

Answer. (1) So are there difficulties in the Bible (2 Pet. 
iii. 16). 

(2) The difficulty is in the subjects — God, Man, Sin, Re- 
demption, the Law, Heaven, Hell; but children may under- 
stand them (Matt. xi. 25). 

(3) We should not attempt to make religious education 
too easy. 

2. Some say, "We should never ask children to commit 
anything which they do not understand." 

Answer. (1) This is manifestly absurd. We must 
teach our children many things — e.g. that there is a God, 
a heaven, a hell ; truths concerning the person and work of 



224 WESTMINSTER NQRMAL OUTLINi 

Christ ; that they must not take poison, before they can un- 
derstand these things 

(2) The best authorities on educational methods are agreed 
that children should commit to memory many things which 
they do not understand. 

The Cyclopaedia of Education, p. 561, says: a The law of 
repetition has an important application in many processes of 
education that are addressed wholly or in part to the mem- 
ory. The mere memorizing of words or sentences, in order 
to produce a show of knowledge, is a great abuse. Chil- 
dren may, however, be required to commit to memory some 
statements which they do not perfectly understand — such 
complete understanding requiring a more mature degree of 
intellectual development." 

Dr. Calderwood (On Teaching, Edinburgh, 1874) says : 
" Xo doubt all children must commit to memory a good 
many things which they do not rightly understand. Such 
storing of the memory belongs more or less to all study." 

Thring ( Education and School, London, 1864), says: 
" There should be a clear perception how far it is wise to 
explain and to proceed on the principle of making a boy 
thoroughly understand his lessons, and how far they should 
be looked upon as a mere collecting of material and a mat- 
ter of memory. 

" It must be borne in mind that with the young memory is 
strong, while logical perception is weak. All teaching should 
start on this undoubted fact. It sounds very fascinating to 
talk about understanding everything, learning everything, 
and all those broad phrases which plump down on a diffi- 
culty and hide it. Put in practice, they are about on a par 
with exhorting a boy not to go into the water until he can 
swim." 

We must r-arefullv distinguish between a proper mem- 



THE CATECHISM. 225 

orizing and rote-teaching, or mere mechanical word-mem- 
orizing. For this latter we are not pleading, but for such 
an intelligent repetition of both ideas and words as a child 
can be trained to give. 

3. But the error which has done most injury to the study 
of the Catechism is that children should not be trained in 
any particular theology, that none of the doctrines which 
have been controverted should be taught to the young, and 
that we should confine our instruction to the mere funda- 
mentals of Christianity. 

Answer. (1) It is impossible to avoid controverted points, 
for men have denied even the existence of God and of the 
external world, that the Bible is a divine revelation, etc. 
We must either give up teaching altogether, or teach what 
has been controverted. 

(2) This false unionism is the source of the weak and 
puerile methods used in our Sabbath-schools, resisting as it 
does all thorough instruction in Bible truths beyond the 
A B C of doctrine. 

(3) This namby-pamby unionism is the cause of indiffer- 
ence to God's truth, since it practically says to the schol- 
ars that it matters not what they believe concerning a large 
part of God's word, and the step from this to the prop- 
osition that it is a matter of indifference what they be- 
lieve concerning anything in the Bible is short and easily 
taken. 

(4) As the truths of the Catechism are Bible-truths (oth- 
erwise they have no right to a place in the Catechism), we 
are bound to teach them diligently to our children (Deut. vi. 
6,7,8). _ 

(5) This thorough indoctrination will promote true unity 
among the denominations. Ignorance is the parent of big- 
otry. What will save us from the evils of sectarianism is 

P 



226 WESTMINSTER NORMAL OUTLINES. 

not indifference to God's truth or a cowardly ignoring of 
truth, but knowledge and love. In the darkness two corps 
of the same army may fire into one another. Let light 
come, and the dreadful mistake will be corrected. The 
best theologian is ordinarily the most catholic, and the 
broadest catholicity is perfectly consistent with loyalty to 
one's own convictions of Bible truth. 

4. A common obstacle to teaching the Catechism is the 
want of time, especially when our International Series of 
lessons engrosses all the school-hour. 

Answer. (1) "Where there is a will there is a way." 
Wherever the importance of Catechism study is appreci- 
ated, there it will be taught. 

(2) The idea of a supplemental lesson is easily adapted to 
providing a time and opportunity for Catechism study. See 
below. 

III. Methods. 

1. The time-honored custom of parents instructing their 
household at home in the Catechism is the best of all, the 
first of all. 

2. Many pastors have a special service for the instruction 
of the young in the Catechism. 

3. Each teacher in the Sabbath-school should devote at 
least five minutes of the lesson-time to hearing the class re- 
cite one advanced answer and one review answer, and to the 
brief explanation of the answer in advance. 

Some admirable works in explanation and illustration of 
the Shorter Catechism are published by the Presbyterian 
Board — e. g. Boyd on the Shorter Catechism, Nevin on the 
Shorter Catechism. 

4. The pastor or superintendent should carefully review 
the school on the Catechism study of each session. 



TEMPERANCE WORK AMONG THE YOUNG. 227 

Normal Drill. 

1. What do you mean by a catechism ? 

2. What are some advantages of having the young commit to memory 
the Catechism I 

3. How do you overcome the objection that there are difficult things in 
the Catechism ? 

4. The objection that scholars ought not to commit what they do not un- 
derstand ? 

5. The objection against teaching denominational doctrine? 

6. The difficulty of lack of time ? 

7. By whom and how is the Catechism to be taught? 



LESSON XXVIII. 

TEMPERANCE WORK AMONG THE YOUNG. 

Student's Personal Research. 

Write answers to these questions : 

1. Give a list of the evils of intemperance, including some 
statistics of its relation to crime, pauperism, insanity, home 
misery, etc. 

2. What is the scriptural meaning of the word " temper- 
ance," and the scriptural basis of total abstinence ? 

3. How will you answer the objection against the temper- 
ance reform that the Bible commends the use of wine, that 
Christ made wine, and that total abstinence is not directly 
enjoined in Scripture ? 

4. What do you know of the history of the temperance 
reform ? 

I. Advantages. 

1. Prevention by education is better than reform. Preven- 
tion of evil is better than cure. To form good habits is 



228 WESTMINSTER NORMAL OUTLINES. 

easier and better than to reform bad ones. As examples 
of the power of education in temperance work, recall the 
Rechabites (Jer. xxxv. 2), the Mohammedans, etc. 

2. Temperance work among the young meets with compar- 
atively little opposition. However bad a man may be, he yet 
desires his son to be good. We are met by the bad effects 
of parental example and the want of zeal on the part of 
teachers and parents, and even by complaints on the part of 
some moderate drinkers that " temperance workers are all 
fanatics." The example of some professors of Christ's re- 
ligion on one hand, and the "zeal without knowledge^ of 
many temperance hobbyists on the other hand, hinder the 
cause. Yet these difficulties are slight compared with the 
profound and deadly hostility with which temperance work 
among adults is opposed. But whilst men may denounce 
" sumptuary laws," they will hardly denounce temperance 
among the young, 

3. If the young are gained for temperance, the success of 
the movement is assured. 

Take the six millions of youth in the United States and 
train them in temperance for seven years (the average stay 
of scholars in the Sabbath-school) ; then take the new six 
millions that have followed them, and in how few decades 
will this work among the young have vanquished intemper- 
ance ! 

II. Methods. 

1. At home. 

(1) Parental example. Let fathers and mothers be total 
abstainers. 

(2) Let them in incidental conversation ever inculcate tem- 
perance at the home hearthstone. 



TEMPERANCE WORK AMONG THE YOUNG. 229 

(3) Combine temperance with home religion and family 
worship. 

(4) Have a healthful temperance literature in the home. 

(5) Let parents stop the feeders of intemperance — viz. 
youthful self-indulgence and loss of self-con trol, tobacco, 
late hours and evenings in the streets, bad company, bad 
books and Sabbath desecration. 

The fathers and mothers of the land can alone make the 
temperance reform successful. 

2. In the day-school. 

(1) By the example of teachers. 

(2) By constant informal influence on the part of teachers 
for temperance. 

(3) By occasional temperance dialogues, declamations, 
songs, etc. 

(4) By text-books n physiology, chemistry, etc. 

3. In the Sabbath-school. 

(1) The Church of Christ— and the Sabbath-school is one 
with the Church — should be practically recognized as the 
divinely-organized temperance society. 

(2) Temperance should ever be taught as an essential ele- 
ment in all practical Christianity. 

(3) Special Bible-lessons on temperance can be profitably 
introduced. 

(4) Where desirable a judicious temperance pledge can be 
presented to the school. (Sometimes a temperance-roll is 
hung on the wall of the Sabbath-school room, bearing the 
names of all signers of the pledge; others give to each 
signer an illustrated pledge.) 

(5) From time to time special temperance exercises can 
take the place of the usual closing exercises of the school. 

20 



230 WESTMINSTER NORMAL OUTLINES. 

(6) In the Sabbath-school library there should be appro- 
priate temperance literature, and temperance tracts and papers 
can be distributed to the scholars. 

(7) Do not allow temperance to have an undue prominence 
in Sabbath-school work. Beware of hobbies. Educate pop- 
ular opinion against moderate drinking. Aim at regular and 
continuous, not at spasmodic and transient, temperance work. 
Above all, bring the young to Christ, that they may be united 
to him, and so be strengthened to resist all the temptations 
of the world, the flesh and the devil. 



LESSON XXIX. 

ADULT CLASSES. 



I. Special Need. 

1. The ideal Sabbath-school includes the entire church and 
congregation. (See Westminster Normal Outlines, Junior 

Course, pp. 18-20.) 

The adults as well as the youth are to be there. No one 
not physically disabled is too old to attend it. It is time to 
retire the " nursery-of-the-Church " idea of the Sabbath- 
school. 

2. Without adult classes — with special adaptations — we shall 
lose our " young people." 

One of the sources of waste in our system is the loss of 
the young men and women from our schools, and that at the 
time when they most need us and we most need them. The 
question is ever recurring, " How shall we retain in our Sab- 
bath-schools our older scholars ?" 



ADULT CLASSES. 231 

If we desire to restrain these youth from evil company 
and from vice, if we wish to furnish them with good com- 
panions, Christian habits, safe reading, generous aspirations, 
and, in a word, to save them, we must keep them in our 
Sabbath-schools. When they bid adieu to the Sabbath- 
school they are too apt to bid adieu to the Church. Al- 
most our entire success depends on our holding those who 
are growing into manhood and womanhood. The world 
and sin are alluring them ; we must be as active as they. 
As Sabbath-school workers we cannot rest satisfied until 
every young man and woman, every adult in the church and 
congregation, is habitually at the teaching service. 

3. Adequate provision is not now generally made for the 
"young people" and adults. 

Our methods of teaching are too exclusively planned to 
reach children. Our older scholars can no longer be treated 
as children, nor will they continue permanently in a "chil- 
dren's institution/' They must be treated with the respect 
due their advancing position as rising young men and women. 
The speaker too often addresses the scholars as " my dear chil- 
dren." The lessons and illustrations, questions and reviews, 
are given as though altogether for children, our Sabbath - 
school papers are designed mostly for children, and our ways 
of working give many the impression that it is almost en- 
tirely for children, while the fact is that the average age, in 
many schools, is over fourteen years. We must meet these 
special needs. We must have adult classes, adult teachers, 
and adult teaching for adults. 

II. Practical Suggestions. 

It must be admitted that there are difficulties in the way 
of having adult classes. There is the difficulty in 7 % etaimng 



232 WESTMINSTER NORMAL OUTLINES. 

our older pupils, and the greater difficulty in securing the 
return oi those who have gone from us. It is often not 
easy to induce such classes to ask and answer questions, and 
to take part freely and cordially in the teaching work. Some 
of them dislike being questioned. In some adult classes 
there are persons of totally different social positions, and it 
requires great tact, wisdom and grace to harmonize these dif- 
ferences. Some members of such classes are fond of Bible- 
study, are deeply interested, and have considerable experi- 
ence in the Christian life, whilst others are indifferent and 
careless. It is difficult to induce all the members of our 
congregations to realize that the Sabbath -school is for them 
and that they should attend it. A few hints are given as to 
methods of surmounting these difficulties : 

1. Believe that all difficulties in this work can be sur- 
mounted. Because some agents and some methods have 
failed, do not conclude that it is impossible to hold both the 
young and adults. The one fact that is sufficient encourage- 
ment is that in scores and hundreds of churches this is done. 
Many schools have as many adult members as children. 
They have found that no classes are so sensitive to genuine 
interest and sympathy, none so steady and uniform in at- 
tendance and study, as their adult classes. To no classes 
does the Sabbath-school work, with its personal, social, 
moral, intellectual and spiritual benefits, bring greater 
blessings. 

2. Secure competent teachers for these classes. A teacher 
who is mighty in the Scriptures, full of love and patience, 
with tact, is the one thing needed to overcome all obstacles 
in adult-el ass work. The best men and women in our 
ehnrehes — those of the highest character, education and 



ADULT CLASSES. 233 

standing — should be enlisted in this work. There is much 
unused talent yet in all our congregations. 

3. Adult classes will tax to the utmost the gifts and graces 
of the most competent teachers. The best possible prepara- 
tion will be needed. There will be room for the highest 
skill in teaching. 

4. Many of these classes require practical sympathy and 
helpfulness on the part of their teacher. It will not be 
enough that he teaches them well on the Sabbath. He must 
prove himself interested in all that concerns them during 
the week. He must be their pastor as well as instructor. 
Great judgment is needed here, but he must have the mem- 
bers of his class in his heart and mind and prayers and 
plans and studies. Mr. James McCormick, of Harrisburg, 
Pa., has conducted an adult class for nearly a score of years. 
There are enrolled in it perhaps one thousand men. Many 
of them are from the humbler walks of life. Every variety 
of age, intelligence and standing is represented. He teaches 
them the Word. He also is the genuine, trusted and prac- 
tical friend and counselor of every man in his class. He 
looks after them in every way. He befriends them. He 
at times meets them socially. He holds them, and by God's 
grace has led many of them to Christ and into Christian 
lives. The success of this class, which is one of the powers 
for good in that city, is an illustration of what genuine 
Christian earnestness, common sense and helpfulness can 
accomplish. 

5. In some adult classes the lecture system may be best. 
(See Lesson VIII.) 

6. Adult classes need separate rooms, conveniently seated, 
etc. 

20 * 



234 WESTMINSTER NORMAL OUTLINES. 

7. The teacher should bring all the power of the Christian 
press to bear upon his class. 

The members of such classes ought all to take the West- 
minster Teacher. The teacher should suggest and provide 
means of furnishing books adapted to his class. They 
should be urged to subscribe for the religious papers of 
the Church. 

8. Many adult classes should be organized into Normal 
Classes. (See Lesson VII.) 

9. Nothing short of their immediate conversion to Christ 
and constant upbuilding in him should be the aim of the 
teacher. 

Normal Drill. 

1. Give considerations showing the need of adult classes. 

2. What are some practical difficulties in conducting such classes? 

3. Prove that these difficulties are not insurmountable. 

4. What is the one great need in order to success in this work ? 

5. Show the necessity of practical personal sympathy with such classes. 

6. What are some other practical suggestions as to adult-class work ? 



LESSON XXX. 
THE PRIMARY CLASS.* 



I. The Primary is the most Important Class in 
the School. 

1. It is generally the largest class. In many schools it 
contains one-third of all the scholars. 

2. It is composed of the youngest Of these Dr. Vincent 

* The name "primary class" is to be preferred to "infant class." In 
very large schools, where there are both an infant and a primary depart- 
ment, the term "infant class" is not objectionable. 



THE PRIMARY CLASS. 235 

says : " They are the dearest of all. They are the weakest 
of all. They are the strongest of all. They are the purest 
of all. They are the most accessible of all. They are the 
most susceptible of all. They are the most promising of 
all." 

3. These primary scholars are getting their most lasting im- 
pressions of Christian truth and duty. Their future study 
of the Bible depends on their present teaching. Their 
prayers in all the future will be influenced by the devotions 
of the primary class. 

4. Each scholar in the primary class is capable by God's 
grace of knowing, trusting, loving and obeying Jesus. No one 
is fitted to teach such a class unless she or he is thoroughly 
convinced of this fact. No one is a fit teacher who is not 
constantly aiming at immediate conversion to Christ. 

III. The Primary Class needs a Special Room, Or- 
ganization, Teacher and Teaching. 

1. The Room. — Mr. J. Bennet Tyler, in the work entitled 
How to Teach Little Folks* says : " It is of no small import- 
ance to give the little folks a bright, airy, sunshiny room. 
Make it as attractive and beautiful as resources will allow. 
Labor and pains and money are well expended in surround- 
ing the young children with the most pleasant and health- 
ful associations as connected with their religious education. 
Make the room sufficiently large/' It is wrong to put lit- 
tle children into a crowded room, in a dark basement or a 
corner of the gallery. It is wrong to put them on seats too 
high for them, so that their feet dangle and cannot touch 
the floor. If it is impracticable to obtain a separate room 

* Published by the Presbyterian Board of Publication, and a helpful 
little tractate for all primary teachers. It is written by Mr. Tyler, Mrs. 
G. R. Alden, Faith Latimer and Mrs. George Partridge. 



236 WESTMINSTER NORMAL OUTLINES. 

for this class, appropriate a corner of the main room, enclose 
it with curtains, and conduct the primary exercises in a low 
tone and sing in a whisper. If it meets with the main 
school, the superintendent will do well to give the primary 
class regularly some particular part in the opening and clos- 
ing exercises. If the ordinary seats are used, hang a little 
shelf in front of them for the feet of the little ones to rest 
upon. Whatever be the room for the primary class, beau- 
tify it with flowers, pictures, wall-mottoes, etc. 

The superintendent ought sacredly to guard the primary 
ckiss against all interruptions during lesson-time, and the 
primary teacher should avoid singing during the lesson- time 
of the main room. 

2. Organization. 

(1) As a general rule, primary classes should be composed 
of those scholars who cannot read. Here there is a differ- 
ence of opinion and practice — e, g. Mrs. Alice W. Knox 
would have scholars kept in the primary department until 
they are ten years old; Mrs. Alden advises confining the 
primary class to those who cannot read. The circumstances 
of each school will go far to determine this matter. 

(2) Should the primary class be subdivided ? This is the 
most controverted question concerning primary work. It is 
.-imply this : " Shall the primary class be divided into a num- 
ber of classes in charge of young teachers, who can aid in 
preserving order and in teaching?" 

A. In favor of subdivision we have many of the most 
prominent Sabbath-school workers — e.g. Mrs. Alice W. 
Knox, Mrs. W. F. Crafts, Mr. I. C. Pierson, etc. 

They claim that this subdivision is necessary to reJieve 
the primary teacher in many ways. Mrs. Knox says : 

"It gives rest to the body, mind and vocal organs. The 



THE PRIMARY CLASS. 237 

strain upon the nerves of the person who conducts an infant 
class for an hour, singing, praying and speaking, with every 
faculty of mind and body alive, is one of the severest pos- 
sible. 

" And the reason why some [primary leaders] fail is that 
they cannot keep themselves or their class up to the tension 
during the full hour. But by classifying the scholars, and 
giving the teachers in their class a part of the time and 
work, the [primary leader] is required to speak but part of 
the hour. He concentrates his thought upon an address 
occupying only from fifteen to twenty minutes, and during 
the rest of the hour supervises and guides the school. 

"Such a classification more easily secures attention and 
order, because each teacher has a small number to control. 
Disorder and inattention are the two great evils of infant 
schools, and it is not surprising that they should prevail 
when one person bas the charge of forty, fifty or more rest- 
less children. 

" One essential part of the teacher's work is to assist the 
superintendent in this very thing. It divides the labor of 
visiting, too, for an infant school should be visited with as 
much regularity and constancy as an older school. It is im- 
possible for one person, especially when surrounded by social 
and domestic cares, as those in charge of such schools usually 
are, to visit so large a number. 

"Another advantage of this classification is to the scholars. 
It gives them the variety which their age and restlessness 
require. It gives them constant occupation without weari- 
ness. 

" It secures their personal attention and instruction, which 
they cannot have where so many are under the charge of but 
one teacher. 

"There is another important advantage to the teachers: 



238 WESTMINSTER NORMAL OUTLINES. 

u A younger class of teachers can be employed, and are 
most desirable for this department. Some who might oth- 
erwise leave the Sunday-school at the age of sixteen or 
eighteen can be retained. These young teachers, under the 
care of the superintendent, are in an admirable training- 
school for teaching in older classes. 

"It is just the time for them to acquire skill in teaching 
and to learn how to influence other rninds." 

B. On the other hand we have in opposition to subdivis- 
ion such teachers as Mrs. G. R. Alden, Mrs. S. W. Clark, 
etc. Mrs. Alden says : 

"I do not think it ordinarily desirable to subdivide so that 
the lesson is taught by different teachers, for these reasons : 

"1. My experience has beeu that it is very difficult to 
find in a Sunday-school of average size a sufficient number 
of teachers who can be spared who are fitted to make Bible 
truth clear to very little people. 

" 2. Unless they are mere machines, they will each take 
a different method of teaching, impress one thought at the 
expense of another, and the summing up by the leader will 
often appear to the little people like another lesson, distinct 
from the one their teacher has given them. 

" 3. If they should all happen to be excellent teachers, 
and all have so arranged their lessons by preparing it to- 
gether that the central thought would be the same, I still 
believe that little children, unless in very large classes, can 
be better taught by one person, speaking to them in a nat- 
ural tone of voice, standing before them, and by more or 
less of concert recitation. I like one assistant, or, if the 
class is very large, two, in order that the roll may be taken 
quietly and without loss of time, as well as that the teacher 
may reserve her strength for teaching, while the assistant 
leads in singing or recitation. I think the assistant should 



THE PRIMARY CLASS. 239 

be one who in the necessary absence of the teacher proper 
would be able to conduct the entire service. 

" There may be circumstances, however, in which it may 
be advisable to divide the class for short intervals, or in very 
large schools, where the objections to subdivisions would be 
of course largely obviated, and where sub-teachers can be 
trained under the eye of the principal teacher. But to the 
oft-made objection that one teacher has not time to hear the 
verses recited, I answer, Teach the class to recite in concert, 
and in such beautiful musical concert that the least hesitat- 
ing voice can be detected ; then let one or two or three or 
six, according to time, recite separately." 

Note 1. — Each primary teacher should carefully study the subject of 
subdivision of primary classes, and make up his own mind. 

Note 2. — Where either method is in successful operation in any school, 
the author would advise against making a change. 

3. The Teacher, — It is evident that the primary teacher, 
to instruct and train the most important class, must be the 
best teacher that can be procured. Ordinarily, ladies prove 
to be the best teachers of the " least of all," yet among the 
most successful in this labor are found gentlemen. The 
teacher needs the sunshine of Jesus' presence. She must be 
good-humored, patient. She must love children and under- 
stand child-nature. She must be sprightly and affectionate 
in manner. The same mind must be in her that was in 
Christ Jesus, who took a child and set him by him, who 
" took them up in his arms, put his hands upon them and 
blessed them," who commands, " Feed my lambs." 

To teach a primary class one needs to become " as a little 
child." 

4. The teaching of the primary class should be characterized — 
(1) By gospel truth. Christ should be ever "in the 

midst." 



'240 WESTMINSTER NORMAL OUTLINES. 

(2) By >k a little at a time, step by step." 

(3) By repetition of important things. 

(4) By much memorizing of Scripture. 

(5) By frequent rests and changes of posture, and perform- 
ance of little physical exercises. 

(6) By genuine reverence. 

(7) By a natural manner and tone of voice. 

(8) By sprightliness. 

(9) By constant and judicious use of illustrations. (See 
Lesson XIII.) 

You will make little headway without illustration. Have 
in the room a cabinet in which you keep your objects for 
illustrative purposes. 

Normal Drill. 

1. What three facts show the importance of the primary class? 

2. Why do you prefer this name to that of "infant class " ? 

3. Why is attractiveness of the room peculiarly needed in primary 
classes ? 

4. Describe an appropriate primary room. 

5. State the question relative to the subdivision of primary classes. 

6. Give the arguments for and against it. 

7. Give several characteristics of successful primary teaching. 



LESSON XXXI. 

TEACHING CARELESS SCHOLARS. 

By the Key. J. H. Vincent, D. D. 

The restless, wide-awake, active, intense, ingenious, irre- 
pressible boy, full to the overflow of the very essence of fun, 
is not the most troublesome of all the pupils we teach in 
the Sunday-school. 



TEACHING CARELESS SCHOLARS. 241 

The full-grown, fully-occupied, active, vigorous man, 
whose energies are given for six days to the pursuits of 
the world, is not by any means the most troublesome of all 
our students. 

The boy may be held with the greatest ease by an inge- 
nious teacher. All he needs is to be interested, and very 
simple things will do that. Excite his curiosity, utilize his 
activity and reward his attention — then the problem in his 
case is easily enough solved. 

The man may also be attracted and held. His activities, 
his experiences in life, the ability he possesses to concentrate 
his attention, — all these elements render him helpful to the 
teacher, and rarely troublesome at all. He may be captious, 
he may be disposed to go to the bottom of things, he may 
ask the teacher some very puzzling questions; but with all 
these he thinks. 

1. The most troublesome of all the pupils we are required 
to manage in the Sunday-school is the boy who is just be- 
yond boyhood, and yet can scarcely be regarded as a man, 
whose exact counterpart is the girl who is just beyond girl- 
hood, and yet can scarcely be regarded as a woman. 

2. Let us consider some of the peculiarities of this age. In 
them we shall find some excuse for the worst features of young 
people who are in it, and perhaps some aid in the direction 
and instruction to which as Sunday-school teachers we are 
called. 

(1) These young people are just leaving the age of artless- 
ness and simplicity, which are characteristic of childhood ; 
they have come into the age of awkwardness and self-con- 
sciousness. 

(2) Their attention and tastes are wholly diverted from the 
serious and earnest things of life, and they have no interest 
whatever in so-called religious matters. This world is per- 

21 Q 



242 WESTMINSTER NORMAL OUTLINES. 

fectly fascinating to them — they see everything through a 
rose-colored medium. 

(3) A false view of themselves and of the worth of the 
world gives them an overweening sense of their own im- 
portance. 

(4) The whole tone of a life like this will, of necessity, 
be frivolous ; fun and frolic and fashion and folly make up 
the whole of life, except where a wise parental discipline 
prevents it. 

(5) The young people in this age are likely to regard in- 
subordination as a particularly bright thing. They are fond 
of showing disregard of all authority. 

(6) At this age young people lack self-government. To 
rule one's self is a lesson which it takes years to learn ; 
they have not yet learned it. The dictates of sound judg- 
ment and of good taste are little heeded. The will is swept 
this way and that by impulse and passion. 

(7) In many cases these young people are unemployed 
much of the time. Indolence aggravates every peculiar dif- 
ficulty in their case which we have considered. 

(8) We must also remember that the majority of people 
do not sufficiently appreciate the peculiar embarrassments of 
such young people. They ridicule them unsparingly ; if 
they have the authority, they scold them. 

(9) It is sometimes the case that the class we are discuss- 
ing, from associations of a most unfortunate kind, are tinc- 
tured with a sort of skepticism, which they are as incompe- 
tent to define as they are to defend. 

3. What are the Sunday-school teacher's duties to this class 
of pupils? We answer: 

(1) Remember what they are to be in the future — the fathers 
and the mothers of the next generation. 

(2) Remember that the period through which they are 






TEACHING CARELESS SCHOLARS. 243 

passing is not likely to last long, and yet that*it is full of 
the gravest possibilities. Therefore teach for the future. 
The truth earnestly taught to-day will certainly yield fruit 
in the future. 

(3) Be very patient. Never seem to be annoyed by the 
irregularities and mischievous devisings of such pupils. En- 
dure! endure! endure! Be full of good-humor. Never 
scold. Let them look upon you as a cheery, good-natured 
soul, whose life has a great deal of sunshine in it, 

(4) The next rule will be easy enough to observe if you 
can keep the last one. It is this : Win the love of your pu- 
pils. They have it in them to love any one who will come 
into their sphere w r ith confidence and sympathy for them. 

(5) Teach with great simplicity. Teach them very much 
as you would teach an infant class, but don't let them know 
that you are trying to do that. Give them the clearest il- 
lustrations, the plainest applications, but do it in a tone and 
manner which shall really respect the age and social stand- 
ing of such pupils. 

(6) Kindle their ambition. Appeal to their self-respect. 
Show them the worth of knowledge and the contemptible- 
ness of ignorance. Call their attention to the successful peo- 
ple in their own neighborhood. 

(7) Teach the law of God with all its severest penalties. 
We make a great mistake in these days in not presenting to 
our youth the realities of judgment, the holiness of God, 
the righteous wrath of God and the certainty of future pun- 
ishment. All this should be done affectionately and with 
great tenderness, but it should be done. 

(8) Put the right books into their hands. A good book is 
often the means of saving a young man from perdition. 

(9) Visit and understand and secure the co-operation of 
their parents or guardians. 



244 WESTMINSTER NORMAL OUTLINES. 

(10) Get them Interested in a social organization of some 
kind. A little society in the church might be conducted in 
the interest of such youth, and would be of incalculable ad- 
vantage. 

(11) One thing more remains to be said. The earlier you 
can commit your young people to the personal service of Christ, 
the stronger your hold upon them, and the safer they will 
be while passing through the perilous period I have de- 
scribed. 



LESSON XXXII. 

THE SUPERINTENDENT. 

Every one will agree with Dr. J. S. Hart's statement : 
" There is not much exaggeration in the common saying that 
t the superintendent is the school/ " Given a good superin- 
tendent, qualified and active, and the school will be built up 
in spite of all hindrances. While it is possible for faithful 
teachers to carry on the school even though the superintend- 
ent is incapable or faithless, yet they labor under serious 
embarrassment, and cannot achieve the success they desire. 
Mr. Pardee said: "The whole character and influence of a 
Sabbath-school will depend largely upon the character and 
adaptedness of the superintendent." 

Note. — Every one has his ideas of the superintendent's office and work. 
Let the conductor draw out these for the members of the Normal Class. 
This can be done by asking a list — 

1. Of the duties of the superintendent. 

2. His qualifications. 

It will be found the list of duties will determine the list of qualifications. 

I. The Superintendent's Duties. 

These are in general those of a ruler and of a teacher. He 



THE SUPERINTENDENT. 245 

is, first of all, subordinate to the pastor, the chief ruler in 
the school. He is therefore to superintend, to oversee, all its 
organization and work. And as the leader of the teachers, 
next to the pastor, he must be a chief teacher of teachers. 
The charge of Paul to Timothy may well ring in the soul 
of every superintendent (1 Tim. iv. 11-16): " These things 
command and teach. Let no man despise thy youth, but be 
thou an example of the believers in word, in conversation, 
in charity, in spirit, in faith, in purity. Till I come give 
attendance to reading, to exhortation, to doctrine. Neglect 
not the gift that is in thee. . . . Meditate upon these things, 
give thyself wholly to them, that thy profiting may appear 
to all. 

" Take heed unto thyself and unto the doctrine. Continue 
in them, for in doing this thou shalt both save thyself and 
them that hear thee." 

First — "Take heed unco thyself." 

" For as the man is, so is his strength." The first part 
of the vineyard he is to cultivate is his own soul. If he 
is abiding in Christ, and has Christ abiding in him, he shall 
bring forth much fruit. (See Lesson III., pp. 145-147.) 

1. Let him therefore take heed to abide in Christ. 

2. Take heed to study the word— 

(1) For spiritual profit. 

(2) For teaching purposes. 

The superintendent, more than others, should "let the 
word of Christ dwell in him richly in all wisdom." He 
ought to understand the Bible and how to teach the Bible. 

3. To "pray without ceasing," not only for himself and 
his immediate interests, but for his church and school, and 
for the teachers individually and by name. 

4. To sift his motives. (See Lesson IV., pp. 148, 149.) 

21 * 



-16 WESTMINSTER NORMAL OUTLINES. 

He must labor for nothing less than Christ's glory in the 
spiritual good of the school. 

5. To take heed as to his personal relations to the church 
and astor. No man who is not personally in harmony and 
intimate Christian fellowship with the pastor can attain com- 
plete success as superintendent. 

Second — "And unto the doctrine." 

1. He should familiarize himself with the Sabbath-school 
work in its literature, and by attending Institutes and Nor- 
mal Classes, and by observing the methods of approved work- 
men. He ought especially to understand the true nature, re- 
lations, organization, classification and management of the 
Sabbath-school. 

2. With the pastor and session to make adequate provis- 
ion for the training of the teachers in a Normal Class, etc. 

3. With the pastor to take part in the nomination of 
teachers and the selection of lesson-helps. 

4. He ought to be so charged with God's Spirit as to in- 
spire with a holy enthusiasm all the workers. 

5. With the pastor he ought to make out the order of wor- 
ship of the school or its programme of exercises. He should 
carefully study each part of the programme and conscien- 
tiously prepare his hymns, Scripture passages and notices. 

6. To provide the wisest methods for promoting in his 
school temperance-work among the young. 

7. In all his plans and labors to keep in view the identi- 
fication of the Sabbath-school with the church. 

8. In the absence of the pastor to lead the Teachers' 
Meeting and the Normal Class. 

Third — His Duties in the School. 

1. To be early at the school -room, and with Christian 



THE SUPERINTENDENT. 247 

courtesy to greet the officers, teachers and scholars as they 
arrive. 

2. To classify the school. (See Westminster Normal Out- 
lines, Junior Course, pp. 41-43.) 

3. With reverence and fervor and naturalness to lead the 
opening exercises of the school. (See Lesson XXV., pp. 
211-215.) 

4. To supply vacant classes with teachers as far as prac- 
ticable. 

5. Maintain order in the Sabbath-school. (See Lesson 
XII., pp. 169-171.) 

6. In the absence of the pastor to review the school. 

7. To see that the Catechism is taught to all the scholars. 

8. To see that the Librarian, Secretary, Chorister and the 
several committees do their duty. 

9. Must see all that transpires, and especially how the 
teachers perform their duties. 

10. Regularly and emphatically announce the services of 
the church. 

11. To be attentive to visitors, and especially to stran- 
gers. 

12. If possible, learn the name of each scholar. 

13. To protect the teachers against all interruption during 
lesson-time, 

14. At the close of the school to hold a twenty-minute 
prayer-meeting, inviting to it all teachers and scholars. 

Fourth — During the Week. 

1. To be an example of the believers in life, speech and 
church- work. 

2. To visit, as far as practicable, the sick of the school. 

3. To see that the school is financially supported. 

4. To plan and execute a thorough canvass of the scholars 



248 WESTMINSTER NORMAL OUTLINES. 

and the field. He should devise liberal things for Sabbath- 
school mission-work. 

5. To deal individually with inquirers for salvation. 

Normal Drill. 

1. What considerations show the importance of this office? 

2. Give a list of the superintendent's duties to himself. 

3. Illustrate each duty. 

4. Give a similar list of duties as to the teaching of the school. 

5. What are his duties during school-time. 

6. During the week ? 



LESSON XXXIII. 

THE SUPERINTENDENT (Concluded). 

II. His Qualifications. 

These we sum up in three words : 

First — Character. 

(See Lesson III., pp. 145-147.) 

Second — Knowledge. 

The superintendent must carefully avoid making a dis- 
play of his knowledge, but he must possess it. 

He should know his Bible, his school, and the best edu- 
cational methods. 

Third — Government or Executive Ability. 

Dr. J. S. Hart says : " The superintendent should have 
good executive ability. It is not easy to define exactly what 
is meant by this term. The thing itself, however, is somp- 



THE SUPERINTENDENT. 249 

thing we all recognize when we see it. It is, to speak gen- 
erally, the ability to see clearly what agencies are needed for 
success in any enterprise, combined with a certain inventive 
power in finding out such agencies and employing them in 
their appropriate work/ 7 

The superintendent knows he cannot do all the work him- 
self; he therefore carefully selects those to aid him who 
will not fail him. The superintendent of a Sabbath-school 
needs the same kind of executive ability that a superintend- 
ent of a railroad or a mine needs. He must have the power 
to secure the hearty co-operation of other agents. This co- 
operation must be constant and harmonious. We see this 
talent every day in business. We need to realize that this 
is the great qualification of a superintendent. It is more 
important than great learning or oratorical abilities, or 
even great educational acquirements. It is the most im- 
portant requisite excepting the possession of a Christian 
character. 

Dr. James W. Alexander used to say "that a man who 
can well superintend a Sabbath-school can command an 
army." 

There may be few men who, untried and undeveloped, 
possess these qualifications, but there are many who, if called 
to the high office of superintendent, and if they diligently 
study and faithfully labor, will grow up into the height of 
this grand work. 

III. The Election of Superintendent. 

The Sabbath-school as one with the church is subject to 
the same governing authorities as the church. The govern- 
ment of a particular congregation in the Presbyterian Church 
is vested in the Session elected by the members of the church. 
Therefore the Session has supreme authority over the Sab- 



250 WESTMINSTER NORMAL OUTLINES 

bath-school work of that congregation and over the election 
of all officers and the appointment of all teachers. 

The General Assembly of 1840 (O. S., page 310) decided : 
" These schools should always be under the direction of the 
pastor and Session ;" and, in 1879 (p. 558), "That we here- 
by renew the deliverance of former Assemblies in asserting 
the right and duty of Sessions to exercise authoritative su- 
pervision of the Sabbath-school work of their congrega- 
tions/' (See Westminster Normal Outlines, Junior Course, 
pp. 29, 35.) 

Dr. J. S. Hart, in Sunday-school Idea (p 37), says : " The 
school, according to my notion, is not a little republic, or a 
ward-meeting, or an arena for exercising the suffrage, but a 
place for work under the direction of the constituted author- 
ities of the church. The church has a work to do, and 
appoints a man to manage it, just as a railroad corpor- 
ation appoints an engineer or a conductor. The teachers 
of a public school do not elect their principal : why should 
the teachers of a Sunday-school do so ? 

u There are two w r ays of destroying all the life of a school. 
One is to load it down with a complex machinery of laws 
and by-laws — to ' constitution ' it to death. The other is to 
make its offices a bone of electioneering contention. When 
this sort of feeling creeps into a school it might as well 
close its doors ; and how can this feeling be excluded when 
the position of superintendent is held up as a prize to be 
scrambled for, and the aspirant feels that he must cater for 
votes?" 

The wisest way, therefore, as it is also the way that har- 
monizes with our church government, is for the Session to 
select the superintendent, and, with his counsel, all the of- 
ficers and teachers. 

1 . How the Session should exercise this right and duty is left 



THE TEACHER'S LIBRARY. 251 

for them to decide. One way is to do it absolutely and di- 
rectly ; the other is to request the teachers to nominate the 
superintendent and officers, and the Session to confirm or 
reject the nominations. In either way the superintendent is 
selected by the church, in its representative body, the Ses- 
sion, to do a work for the church and under the authority 
of the church. 

2. The superintendent with other officers should be pub- 
licly installed with suitable religious ceremonies. The 
proper dignity is thus given to the office. It affords an ap- 
propriate introduction to his solemn and important duties, 
and the sympathy and prayers of the church are thus awak- 
ened on behalf of the newly-installed officer. 

Normal Drill. 

1. Review briefly the former list of the superintendent's duties. 

2. What is the first qualification of a superintendent ? 

3. The second ? 

4. The third ? 

5. How are these to be obtained ? 

6. How should the superintendent be elected ? 

7. Give your reasons. 

8. Why should Sabbath-school officers be publicly installed ? 



LESSON XXXIV. 

THE TEACHER'S LIBRARY. 

I. After the teacher has exhausted his own resources of knowl- 
edge, he has a right, and it is his duty, to obtain all the help 
he can from others. 

For many centuries the ablest scholars have been explor- 
ing the Bible and publishing their discoveries and the results 



252 WESTMINSTER NORMAL OUTLINES. 

ot' their studies. No student of the Word ought to ignore 
the labors of these Christian writers. To the teacher study- 
ing these or any of these books mentioned below, the follow- 
ing cautions from the Round Lake Normal Guide may ap- 
propriately be repeated. Remember — 

u 1. That they are human helps, and do not possess di- 
vine authority. 

" 2. That they are useful as the productions of scholars, 
skillful and pious men. 

" 3. That they are of most value after independent, pa- 
tient and devout thought on the part of the student him- 
self. 

" 4. That after such independent preparation the student 
cannot have too many helps. 

" 5. That it is helpful to condense the thoughts of such 
authorities, expressing them in the student's own lan- 
guage. 

u 6. That conversation with others about the views of au- 
thorities is an admirable method of making their thoughts 
one's own. 

u 7. That when both the thoughts and the language of an 
authority are employed the student should give him credit." 

II. The following list of books is given as a help to the teacher 
in selecting a library for himself or to be owned by a 
church : 

Bear in mind — 

1 . That the only indispensable helps which the teacher needs — 
together with that prayer for the aid of the Holy Spirit which 
should accompany all his labors and studies — are, 

(1) A Reference Bible. 

(2) A Concordance or Bible Text-Book. 

(3) A good Bible Dictionary. 



THE TEACHER'S LIBRARY. 253 

2. The teacher is not advised to purchase all the books 
mentioned below ; many of them cover the same ground. 

3. These books are not all of equal value to every teacher. 
Each individual must use his own judgment in selecting that 
one of a class of books which will be best adapted to him. 

III. The Sabbath-school should have a teacher's library, con- 
taining such books as are named in this list. 

First. — Books Helpful in Studying the Bible. 

I. General Works. 

1. Books of Reference. 

Young's Concordance. 

Cruden's Concordance. 

Smith's Dictionary of the Bible. 

Kitto's Cyclopaedia of Biblical Literature. 

McClintock and Strong's Cyclopaedia of Biblical, Theo- 
logical and Ecclesiastical Literature. 

Westminster Bible Dictionary (published by the Presbyte- 
rian Board; very complete. Price $1.50). 

A general encyclopaedia will be valuable. 

2. Introductions to Bible Study. 

Home's Introduction. 
Angus's Bible Handbook. 
Mimpriss's Gospel Treasury. 
Barrow's Companion to the Bible. 
Robinson's Harmony. 

II. Commentaries. 

1. On the whole Bible. 

Matthew Henry's. 

22 



254 WESTMINSTER NORMAL OUTLINES. 

Lange's. 

Jamieson, Faussett and Brown's. 

The Speaker s Commentary. 
Barnes's Notes. 

Bible Reader's Commentary (New Testament) ; J. G. But- 
ler, D. D. 

2. On Special Books. 

Genesis — Bush, Murphy, Jacobus. 

Exodus— " 

Leviticus — Bush, Bonar. 

Numbers and Deuteronomy — Bush. 

From Ruth to Esther — Keil, Delitzsch, and those named 
above under 1. 

Job — Barnes, Cowles, W. H. Green. 

Psalms — Alexander, Spurgeon ( Treasury of David), Barnes. 

Proverbs — Arnot. 

Ecclesiastes — Young, Bridges, Lange. 

Solomon's Song — Burrows. 

Isaiah — Alexander, Barnes. 

Jeremiah — Delitzsch, Cowles. 

Ezekiel — Fairbairn, Delitzsch, Hengstenberg, Cowles. 

Daniel — Barnes, Cowles. 

Minor Prophets — Henderson, Delitzsch, Cowles. 

The Gospels — Barnes, Jacobus, Abbot, Owen, Brown ; 
Byle's Expository Thoughts on the Gospels, Stier's Words of 
the Lord Jesus. 

Matthew — Alexander (J. A.). 

Mark — Alexander, Barnes, etc. 

Duke — Godet. 

John — Meyer, Lange, Barnes. 

Parables — Trench, Arnot, Nevin (in press). 

Miracles — Trench . 



THE TEACHER'S LIBRARY. 255 

Acts — Alexander, Arnot, Jacobus, Abbott. 
Romans — Hodge, Shedd, Barnes, Meyer. 
Corinthians — Hodge, Lange, Meyer. 
Galatians — -Eadie, " 

Ephesians — Hodge, " 

Philippians — Eadie, " 
Colossians — Lightfoot, " 
Thessalonians — Eadie, " 
Pastoral Epistles — Fairbairn, Lange, Meyer. 
Hebrews — Delitzsch, Lange, Meyer. 
Catholic Epistles — Barnes, Lange. 
. First Peter — Leighton. 
Revelation — Hengstenberg, McDonald, Lange. 

Perhaps the most scholarly and reliable commentary on 
the entire New Testament is that of Meyer. 

[This list of commentaries on special books is almost en- 
tirely from the pen of Rev. W. H. Roberts, Librarian of 
Princeton Theological Seminary.] 

III. Evidences of Christianity. 

1. On General Subjects. 

Alexander. 

Mcllvaine (Bishop). 

Barnes. 

Hopkins. 

Burr : Ad Fidem. 

2. On Infidelity. 

Christlieb : Modern Doubt and Christian Belief. 

Flint: Anti-Theistic Theories. 

McCosh : Christianity and Positivism. 

Nelson : Cause and Cure. 

Patton : Underlying Principles of Unbelief. 



266 WESTMINSTER NORMAL OUTLINES. 

3. Science and Religion. 

Dawson : Origin of the World. 
Dawson : Story of the Earth and Man. 
Hugh Miller : Testimony of the Rocks. 
Joseph Cook : Monday Lectures : 

Biology. 

Transcendentalism. 

Orthodoxy. 

IV. Lives of Christ. 

Andrews (S. J.) : Life of our Lord. 

Ellicott : Historical Lectures. 

Farrar : Life of Christ. 

Geikie : Life and Words of Christ. 

Lange : Life of Christ. 

Hanna : Life of Christ. 

V. Theological Works. 

Charles Hodge : Systematic Theology. 

A. A. Hodge : Outlines of Theology, The Atonement. 

F. L. Patton : " Summary of Christian Doctrine " (found 
in Preparing to Teach). 

A. A. Hodge : Commentary on the Confession of Faith. 

Moses Stuart : Future Punishment. 

Townsend : Lost For Ever. 

R. M. Patterson : Paradise. 

Tracts on the Doctrines, Order and Polity of the Presbyte- 
rian Church, 13 vols. (Presbyterian Board). 

VI. Historical. 

Geikie : Hours with the Bible. 

Kurtz : History of the Old Covenant. 

Smith : Student's History of the Old Testament. 



THE TEACHER'S LIBRARY. 257 

Smith : Student's History of the New Testament. 

Stanley : History of the Jewish Church (3 vols.). 

Rawlinson : Historical Evidences. 

Neander : Planting and Training of Christianity. 

Schaff : History of the Church. 

D'Aubigne : History of the Reformation. 

Wharey : Church History. 

Blackburn : Church History. 

Life and Epistles of St. Paul — Conybeare and Howson. 

The Apostle Peter, his Life and Letters — S. G. Green. 

Life and Epistles of Paul — Lewin. 

Life and Work of St. Paul — Farrar. 

Life and Writings of St. John — McDonald. 

Why Four Gospels? — Gregory. 

VII. Biographical. 

Moses, Elijah, Daniel and Peter — W. M. Taylor. 

Abraham the Friend of God — Dykes. 

The Patriarchs — Dr. W. Hanna. 

Studies upon Old- Testament Characters — Guthrie. 

Elijah, the Favored Man — R. M. Patterson. 

McCracken : Leaders of the Church Universal. 

Smith : Dictionary of Christian Biography. 

VIII. Geography, Manners and Customs. 

Green's " Biblical Archaeology" (found in Preparing to 
Teach). 

Robinson's Biblical Researches in Palestine. 
Van Lennep's Bible Lands. 
J. M. Freeman : Bible Manners and Customs. 
Thomson's Land and the Book. 
Coleman's Historical Text-Book and Atlas. 
Dulles : The Ride Through Palestine. 
22* R 



258 WESTMINSTER NORMAL OUTLINES. 

Stanley's Sinai and Palestine. 
Bartlett : From Egypt to Palestine. 
Tristram's Land of Israel. 

IX. Spiritual Life. 

Alexander : Religious Experience. 

Baxter : Saints' Everlasting Rest 

Bowen : Daily Meditations. 

Doddridge : Rise and Progress. 

Hodge : Way of Life. 

Hunt (Ezra M.) : Grace Culture. 

Thomas a Kempis : Imitation of Christ. 

Augustine : Confessions. 

Phelps : Still Hour. 

Jeremy Taylor : Holy Living and Dying. 

Dickson : All about Jesus. 

Miss Havergal : Kept for the Master's Use, etc. 

J. R. Miller : Week-Day Religion. 

Second — Books Helpful in Teaching the Bible. 
I. On the Sabbath-School. 

The American Sunday-school and its Adjuncts — Alexander. 

Thoughts on Sabbath-schools — Hart. 

The Sunday-school Idea — Hart. 

The Sabbath-school — Inglis. 

Tfie Church School — Vincent. 

The Sunday-school World — Gray. 

The Sabbath-school Index — Pardee. 

Our Children — Haygood. 

Our Sunday-school — Waldo Abbott. 

Aids to Sunday-school Workers — E. D. Jones. 

The Church and her Children — Barrows. 

Tlie Ideal Sunday-school — Crafts. 

Robert Raikes — Alfred Gregory. 



THE TEACHER'S LIBRARY. - 259 

II. Nokmal-Class Text-Books. 

Vincent: Chautauqua Normal Guide. 

Hall, Green, Patton, etc. : Preparing to Teach. 

McEwen: Presbyterian Normal-Glass Teacher. 

Worden : Westminster Normal Outlines. 

Vincent : Sunday-school Institutes arid Normal Classes. 

John F. Hurst : Outlines of Bible History. 

John F. Hurst : Outlines of Church History. 

III. Methods of Teaching. 

J. Bennett Tyler : Preparing to Teach. 

Page : Theory and Practice of Teaching. 

Packard : The Teacher Taught. 

Packard : The Teacher Trained. 

Gall : Nature's Normal School. 

Trumbull: The Sabbath-school Concert. 

Trumbull : Review Exercises in the Sunday-school. 

Trumbull : The Model Superintendent. 

Vincent : Helpful Hints. 

Fitch : Art of Questioning. 

Fitch : Art of Securing Attention. 

Mrs. Knox : The Infant Class. 

Mrs. Alden : How to Teach Little People. 

W. F. Crafts : Through the Eye to the Heart 

Frank Beard : The Blackboard in the Sunday-School. 

McCook : Object and Outline Teaching. 

J. L. Hughes : Attention. 

J. L. Hughes : Mistakes of Teachers. 

House : Sunday-school Hand-Book. 

Gray : Topics for Teachers. 

Kiddle and Schem : Cyclopcedia of Education. 



260 WEST31INSTER NORMAL OUTLINES. 

IV. Addresses to the Young. 

Todd : Lectures to Children. 

Dr. Richard Newton : Sermons to Children ; Bible Jewels ; 
Bible Wonders; The King in his Beauty ; Great Pilot; Bible 
Blessings ; Safe Compass, etc. 

Breed : G?*apes from the Great Vine. 

Hammond: Children and Jesus ; The Conversion of Chil- 
dren. 

Miscellaneous. 

Goulbourn : Thoughts on Personal Religion ; The Idle 
Word. 

Foster : New Cyclopaedia of Prose Illustrations (2 vols.) ; 
Poetical Illustrations (2 vols.). 

Calvin: Institutes. 

Nevin : Notes on Shorter Catechism. 



NOTES. 



On Part First, Lesson XXII. (pp. 107-109) :— Epis- 
tle to the Hebrews. 

The Rev. John C. Hill, of Fayetteville, N. Y., kindly 
contributes the following paper on 

THE TABERNACLE. 

If we get a clear idea of how and why the Tabernacle 
came to exist, then we have the key to the scheme of re- 
demption, to the theology of the Bible and to the interpre- 
tation of many passages that are otherwise obscure. 

I. We will approach the Tabernacle from Eden. 

1. In Eden, God and man were in perfect communion. 

2. Sin entered and caused the separation of God from man 
— of holiness from sin ; " so he drove out the man." 

3. We come upon two altars — Cain and Abel. Why did 
they bring an offering ? Their father's example or his in- 
struction. Whence his knowledge? It was revealed from 
God. We know this, because — 

(1) Sacrifice is unaccountable otherwise. We cannot con- 
ceive of the idea of slaying an animal as a propitiation to 
God suggesting itself to man. 

(2) The sacrificial system was elaborated under Moses by 

26! 



262 WESTMINSTER NORMAL OUTLINES. 

express divine command ; the strong presumption, then, is 
that it was at first instituted by God. 

(3) We cannot conceive of God leaving the world for so 
many centuries without knowledge of the way of access to 
God and restoration to his favor. 

(4) God is very jealous of the ways his people prescribe 
to and for themselves by which to approach him. 

(5) Heb. xi. 4 by fair inference implies that the offering 
was after divine sanction. 

(6) Gen. iii. 21. God therefore taught at the very first 
that "without shedding of blood," etc. 

4. These altars were no doubt erected near Eden, in pres- 
ence of the cherubim and the flaming sword. 

5. This gives the idea of a sacred place. 

6. There are indications all through the patriarchal hist- 
ory that there were places where God specially manifested 
his presence — 

(1) In Eden. 

(2) Going out " from the presence of the Lord." 

(3) The burning bush. 

(4) The Bethel. 

(5) The tent of meeting (Ex. xxxiii. 7-9). The word here 
translated tabernacle is not mishkhan, but ohel. 

7. When his separated people were locally separated he 
then gave instruction for the erection of a sanctuary that he 
might dwell among them. 

II. We will now go back and trace the idea on another 
line. 

1. God has never left himself without some witness in the 
world — generally visible. 

2. This has been either the actual presence or by a sym- 
bol — e. g. : 



NOTES. 263 

(1) The flame between the cherubim at Eden. 

(2) The pillar of fire. 

(3) The burning bush. 

(4) The " glory " filling the Tabernacle. 

(5) The Shekinah in the Holy of holies in Tabernacle and 
Temple. 

(6) " The glory of the Lord " at Christ's birth. 

(7) The star. 

(8) The appearance at Christ's baptism. In him taber- 
nacled or shekinahed the fullness of the Godhead bodily. 

(9) The Pentecost, "like as of fire." 

(10) Your bodies are the temple of the living God. " The 
Holy Spirit dwelleth (shekinahs) in you." 

The word " shekinah " is not a Bible word, but was used 
by the Hebrews to refer to the act of God's dwelling, or the 
visible token of his presence. It is from the verb shakan y 
to dwell, and from this also comes mishkhan, tabernacle. 
There is a strong presumption that the Greek skene, taber- 
nacle, is etymologically the same; and this is the word that 
is used when Christ is spoken of as the tabernacle of 
God. 

God, then, ordered Moses to construct a dwelling for him 
in which he could shekinah. 

III. We go back again to Eden. 

1. The place near the altar became sacred. It was near 
to God. 

2. The Tabernacle, or Holy of holies, was the most holy 
place in the camp. 

3. The Holy Place was a degree less holy; so the court; 
so the outer open space ; so the tents of the people ; outside 
the camp was unholy, and hence the sin-offerings were burnt 
outside. 



184 WESTMINSTEB NORMAL OUTLINES. 

IV. The leading idea, then, taught by the plan of the Tab- 
ernacle and camp was the separation of holiness from sin. 

1. Sin separates man from God. 

2. The tabernacle services taught how communion might 
be restored — 

(1) By the shedding of blood at the altar. This was the 
type of Christ's work. 

(2) By the cleansing of water at the laver. This is the 
type of the work of the Spirit. 

(3) By entrance into " the heavenly places " — the holy 
places — and there — 

(a) Enjoying companionship with God in the typical par- 
taking of the shew-bread. 

(b) In enjoying the light of the truth displayed by the 
Church through the Holy Spirit's influences, as typified by 
the seven-branched lampstand and the oil. 

(c) By prayer, symbolized by the perfume, the unseen, 
spiritual part of the incense offered at the golden altar. 

3. Complete restoration, final salvation, was typified by 
the actual entrance of the high priest into the Holy of 
holies, the priest representing the people before God. 



PART SECOND, BIBLE-TEACHIXG— HISTORY 
AND PROGRESS. 

The history of Sabbath-schools is nearly allied to the on- 
ward progress of the Church of God in the earth. In all 
ages, whenever pure religion has been revived, it would seem 
that especial attention has always been given to the early re- 
ligious instruction and training of children and youth by the 



NOTES. 265 

Church of God ; and herein lies the grand Sunday-school 
Idea. 

Says a Scotch divine : " Vital religion and the godly up- 
bringing of the young have ever gone hand in hand." 

The soul is diseased, and a Bible education is the only 
remedy. In that wonderful Book which extends its record 
over the long period of four thousand years of this world's 
history there is throughout a wonderful regard for children. 
Of the patriarch Abraham nearly four thousand years ago it 
was written: " For I know him, that he will command his 
children and his household after him, and that they shall 
keep the way of the Lord" (Gen. xviii. 19). With what 
wonderful power does the history of the childhood of Joseph 
and Moses and David and Samuel and Daniel illustrate the 
value of the instruction and religious training of children! 
When Moses, the great lawgiver of Israel, received the law 
amid the thunderings and lightnings and earthquakes of 
Mount Sinai, he called "all Israel" together (Deut. v. 1), 
and by divine direction his words were (Deut. vi. 6) : " Hear, 
O Israel. . . . These words w T hich I command thee this day 
shall be (1) in thine heart: and (2) thou shall teach them dili- 
gently unto thy children," etc. — ?. e. the Church's children, 
not parents exclusive, but inclusive. "Israel" that was 
called upon by Moses was the Church of God upon earth, 
and it is her express duty to the end of time to see that all 
her children shall be " taught of the Lord." It is true that 
parents are the'divinely-appointed guardians and instructors 
of their children, and this obligation rests upon them ; and 
yet they are, alas ! too often incapable of the religious in- 
struction of their own children or of any other, besides be- 
ing often indiiferent; and the Church of God, by her cate- 
chetical or Sabbath -school instruction, has always had, and 
probably will always have, to supply the lack of unfaithful 
2;^ 



266 WESTMINSTER NORMAL OUTLINES. 

parents. There is no agency that so supplies the lack of 
mothers as a good Sabbath-school. 

It was not until nearly the close of the second century, or, 
according to Tertullian, in the year a. d. 180, that the Chris- 
tian Church felt compelled, in order to check the defection 
of heathen converts, to set about the establishment of those 
celebrated catechumen ical schools, of which Origen was one 
of the catechists, for the systematic religious instruction by 
the Church of Christ of the children and youth. So useful 
and necessary, however, did this work prove itself to be 
that very similar schools were universally established. 

They continued to flourish until near the sixth century, 
when they declined, and became obscured for ten long centu- 
ries in the gloom of the Dark Ages, with only an occasional 
prince or pastor or layman, in the spirit of the Master, to 
teach the children the way of life. 

In the sixteenth century, however, on the dawn of the Ref- 
ormation, Martin Luther established his celebrated Sunday- 
schools at Wittemberg in the year 1527, and soon after John 
Knox inaugurated the Sunday-schools of Scotland, "with 
readers," as the history of Scotland informs us, in 1560 ; so 
that on the incoming of the Reformation the children were 
again "taught of the Lord." In the year 1580, Borromeo, 
the pious archbishop of Milan, established a system of Sun- 
day-schools throughout his large diocese in Lornbardy. 

In our own land our Pilgrim Fathers early entered upon 
the work, for Ellis, in his History of Roxbury, Mass., says : 
"In 1674, 6th 11th month, is the first record of a Sabbath- 
school." The records of the Pilgrim Church in Plymouth, 
Mass., inform us that a Sabbath-school was there organized 
as early as 1680. Joseph Alleine, the author of the Alarm 
to the Unconverted, opened a Sabbath-school in England in 
1688, and many others might be mentioned in both coun- 



NOTES. 267 

tries in succession. But the first Sabbath-school of which 
we have any authentic, definite and detailed account, extend- 
ing over a period of a quarter of a century, was that estab- 
lished by Ludwig Hacker in Ephratah, Lancaster county, 
Pa., as early as the year 1747. It was continued uninter- 
ruptedly during a period of more than thirty years, until 
the building was taken for a soldiers' hospital in the time 
of the Revolutionary War. It enjoyed precious seasons of 
revivals, and had its children's meetings, and we are in- 
formed that many children were hopefully converted to God. 
We have before us a long letter from Dr. Fahnestock to 
the Rev. W. T. Brantley, D. D., of Philadelphia, written in 
1835, detailing many interesting facts connected with the 
history of this Sabbath-school, drawn from living pupils and 
records. 

Robert Raikes instituted not only, but organized, the sys- 
tem of Sabbath-schools and popularized them in England in 
Gloucester in February, 1781. All benevolence was single- 
handed until such men as Robert Raikes and William Wil- 
berforce organized it and sent it forth systematized on its 
errand of love, mercy and salvation throughout the whole 
world. 

Before this, as we have seen, there were isolated, occasional 
Sabbath-schools, but their influence was confined mainly to 
one city, one town, one church, and expired with an indi- 
vidual. 

But Robert Raikes " founded Sabbath-schools for the 
Church universal/' John Wesley preached and organ- 
ized. George Whitefield preached, and did not organize. 
Robert Raikes organized Sabbath-schools, but his prede- 
cessors did not do so, and we can in both cases see the im- 
portant difference. Within the short space of four years 
from the period when Mr. Raikes established his first Sab- 



268 WESTMINSTER NORMAL OUTLINES. 

bath-school in Gloucester, England, more than one quarter 
of a million of children in England were enjoying the bless- 
ing of Sabbath-school instruction. All honor, then, to Rob- 
err Raikes ! 

To Bishop Asbury appears to belong the honor of intro- 
ducing Robert Raikes's idea of Sabbath-schools into this 
country in Virginia in 1786. How long the school was con- 
tinued, or what was its influence in Virginia, we are unable 
to state. 

The first u Sunday-school Society " was formed in Lon- 
don September 7, 1785. This was on the system of paid 
teachers, but when the plan of voluntary unpaid teachers 
had become established this society gave place to the present 
" London Sunday-school Union/' which was organized to 
meet this change on the 13th of July, 1803. Both of these 
societies were formed on the union plan, embracing the va- 
rious denominations, the first including an equal number of 
Churchmen and dissenters in its management. 

The First Day or Sunday-school Society in Philadelphia 
was organized in 1791, and Bishop White was its first pres- 
ident. 

We learn from a carefully-prepared editorial in the first 
volume of the Sunday-school Teacher's Magazine and Jour- 
nal of Education, published in New York 1823, that after 
a careful personal interview of the editor with the parties, he 
had been enabled to ascertain the precise time and the cir- 
cumstances under which the first Sabbath-school was com- 
menced in New York City. Mr. and Mrs. Divie Bethune 
had spent part of the years 1801 and 1802 in England, where 
they had observed the progress of Sunday-schools in Great 
Britain; and on their return, in connection with their pious 
mother, the late Mrs. Isabella Graham, they arranged their 
plans, and " in the autumn of 1803 these three Christian 



NOTES. 269 

philanthropists opened the first Sunday-school in New York 
for religious and catechetical purposes, at their own expense, 
at the house of Mrs. Leech in Mott Street." Mrs. Graham 
and Mr. and Mrs. Bethune then established two other Sab- 
bath-schools in other parts of the city, and soon after one 
for the children in the Almshouse in New York. 

It is to the same source that adult Sabbath-schools owe 
their commencement in this country, or at least in New York. 
Mrs. Graham, it is stated, opened the first adult school in 
Greenwich in 1814, on the second Sabbath in June, only 
about two months before her death. We are thus partic- 
ular to state these facts, for we are aware that a later date 
has been insisted upon for the inauguration of the first Sun- 
day-school in New York. 

R. G. Pardee, in 8. 8. Index. 



Appendix to Lesson VIIL, pp. 161, 162. 

Mr. S. A. Espey, an experienced and successful educator 
of Allegheny, Pa., sends this outline on 

SABBATH-SCHOOL TEACHING. 
I. Object. 

1. To win souls to Christ. 

2. To build up souls in Christ. 
By- 

(1) Imparting andl f Words, 

fixing in the > Knowledge of Scripture < Meaning, 
mind J I Doctrine. 

(2) Arousing Aspiration. /Intellect.^ 



. (3) Exciting Determination. 

(4) Training ( To think. 
I To act. 



Feelings. 

Will. 

Person. 



23 * 



270 WESTMINSTEB NORMAL OUTLINES. 

II. Needs, 

1. Divine aid. 

2. Theoretical "j TRUTH 

and Knowledge of | EACH ^ NG 

Practical J 

f Of truth, 

3. LOYE } Of souls, 

I Of teaching. 

4. TACT. 

III. Key to Success. 

Arousing ] the self-activity f Thinking, 
and > of < Speaking, 

Guiding pupils in I Acting. 

IV. Introduction to the Lesson. 

1. Objects: 

(1) To win attention. 

(2) To excite interest. 

(3) To connect past lessons with the present lesson. 

2. Preparation. 

i A . i f Through study ; 

1. At home— 1 8 J' 

I \\ el I -arranged plan. 

2. At school — 

(1) Before opening exercises — 

(a) Cordial greeting of each pupil. S. H.* 

(b) Arrange class. 

(c) Secure favorable surroundings. 

(2) After opening exercises — 
fa) Attend to business matters. 
(b) Banish lesson-papers. 

* Shake hands. 



NOTES. 271 

3. Teach — 

(1) Reverently. 

(2) Earnestly. 

(3) With a brief review of the last lesson. 

(4) Naturally. 

(5) Simply. 

(6) With variety — no two successive lessons in the same 

way. 

(7) With adaptation to the class. 

(8) Seizing timely circumstances of time or place. 



To Lesson X. (pp. 165, 166) the Following, by Me. 
S. A. Espey, of Allegheny, Pa., will prove an ad- 
dition : 

QUESTIONING. 

I. Objects. 

, rn .i , f knowledge ; 

1. lo measure pupils J & 

\ power. 

Curiosity, 



2. To arouse and l 

,. i , > self-activity: 
stimulate J J 



Memory, 

Thirst for knowledge, 

Purpose to obtain it. 



3. To impart ) 

1 n_ > knowledge, 
and fix J & 

4. To correct errors. 

5. To test the work of pupils and teacher, 

II. Kinds of Questions. 

1. Test questions. 

2. Teaching questions. 

3. Illustrative questions. 



272 WESTMINSTEB NORMAL OUTLINES. 

III. Characteristics of Good Questions. 

1. Adaptation to the pupils. 

2. Clearness and conciseness. 

3. Relevance. 

4. Logical order. 

5. Variety. 

IV. Hints on Questioning. 

1. Begin at the beginning. 

2. Begin with an easy question. 

3. Avoid — 

(1) Questions requiring only "Yes" or "No" for an an- 
swer. 

(2) Questions giving a choice between two answers. 

(3) Questions comprising several parts. 

(4) Questions that are un necessary , frivolous or unanswer- 
able. 

(5) Repeating the answers of pupils. 

(6) Giving any part of the answer in the question. 

4. Refer questions of pupils to the class. 

5. Lead pupils to discover their own mistakes. 

6. Question the lesson into the pupils, and then question 
it out again. 



Students will also find very suggestive these 

OUTLINE NOTES ON QUESTIONING, 

By James Hughes, Inspector of Schools, Toronto. 
I. Kinds. 

1. Tentative, or preliminary. 

2. Teaching, or instructive (Socratic). 

3. Testing. 



NOTES. 273 



1. Tentative. 



(a) Probe to find previous knowledge, benefit to pupils 
and teacher. 

(b) To gain attention. 

(c) To form basis for lesson and connect with past lessons. 

2. Teaching. 

(a) Lead in making discoveries ; guide. 

(b) Be logical — 

1 . From effect to cause. 

2. From cause to effect. 

(c) Step by step. 

3. Testing — Reviewing, Repeating. 

(a) Thorough. (Find out how little, not how much, pupils 
know.) 

(b) Only on work taught or assigned. 

(c) Never should be neglected. 

General Rules. 

1. Never ask in rotation or set order. 

2. Never indicate the pupil to receive the question until 
it has been stated. 

3. Do not repeat a question for the inattentive. 

4. Let questions be simple, or pupils guess or keep si- 
lence. 

5. Make simpler if not understood. 

6. Vary form if pupils cannot answer. 

7. Questions should admit of only one correct answer. 

8. Suit the difficulty to the advancement of class. 

9. Do not indicate the answer by emphasis, tone, counte- 
nance, form of question or part of a word, etc. 



274 



WESTMINSTER XORMAL OUTLINES. 



10. It' using elliptical questioning, let omissions he defi- 
nite. 

11. Do not insist on book form or set form of words, ex- 
cept verses of Scripture and definitions in certain subjects. 

12. Avoid a set form of words in asking questions. 

13. Do not use book questions. 

14. Give every question to every pupil — then ask" one for 
answer. 



HOW. 


OBJECTS. 


1. Always state 
Question to 
whole class. 

2. For individual 
answers? 


Tentative. 


Teaching. 


Testing. 


Chiefly. 


Chiefly. 


Reviewing. 


Repeating. 


Exclusively. 


Sometimes. 


3. For simultane- 
ous answers? 


Rarely. 


No. 


No. 


Yes. 


4. Elliptical? 


No. 


Allowable, es- 
pecially with 
juniors. 


Only with ju- 
niors. 


Yes, with any 
class. 


5. Suggestive? 


No. 


Rarely. Only 
when una- 
voidable. 


No. 


Rarely. 


6. Alternative? 
(Admitting of 
only two possi- 
ble answers.) 


No. 


Rarely. 


No. 


Rarely. 


7. Written? 


No. 


Capital meth- 
od of assign- 
ing work. 


Yes, when cir- 
cumstances 
permit. 


No. 


8. Rapidly? 


No. 


No, hut prompt- 
ly after an an- 
swer is given. 


Yes. Yes. 



INDEX. 



A. 

Adult classes, 230. 

Call for them, 230, 231. 

Difficulties, 232. 

All these can be surmounted, 

232. 
The teacher needed, 232. 
Require pastoral work from the 

teacher, 233. 
Special suggestions for teaching, 
233, 234. 
Agabus warns Paul, 74. 
Alden, Mrs. Gr. R., arguments against 
subdivision of primary classes, 
238, 239. 
Answers, difficulty of securing, 167. 
Antioch, first evangelized by "lay- 
men,'' 45, 46. 
Barnabas's and Saul's labors 

there, 45, 46. 
Place of departure of first mis- 
sionary, 47, 48. 
Paul returns thither, 49. 
A polios in Ephesus, 69, 71. 
Apostolic Age, the, 9. 
Defined, 9. 
Its importance, 10. 
Relations to Christ's life, 10, 11. 
Method of studying, 12, 13. 
Architecture of Sabbath-school 
rooms, 203. 



Need of attending to, 203. 

Qualities of a good Sabbath- 
school room, 203, 204. 

Special adaptations to adult 
classes, 233. 

Special adaptations to primary 
classes, 236. 
Athens, 62. 

First preaching there, 62. 

Paul's address on Mars' Hill, 62. 

B. 

Baptism of the Holy Spirit promised, 
142. 
How obtained, 142, 143. 

Barnabas accompanies Paul to Coun- 
cil at Jerusalem, 53. 

Bell, use of, 171. 

Biographical outlines, advantages of 
personal centres, 13. 

" Brethren of the Lord," contro- 
versy concerning, 120, 121. 

Burrus, his supposed relation to 
Paul's imprisonment, 94. 

C. 

Call, the teacher's, 143. 

Proof of a divine vocation to 
teach in the Sabbath-school, , 
143, 144. 
Signs of such vocation, 144, 145y 
275 



!76 



INDEX. 



Careless scholars, 240. 

Who are thev? 240,241. 
Peculiarities, 241, 242. 
Teacher's duties to, 242-244. 
Catechism, 222. 

What it is, 222. 

Why it should be taught, 222, 

223. 
How answer objections against, 

223-225. 
Who are to teach it, 226. 
Character, the teacher's personal, 145. 
What this is, 145. 
Influence of, 146. 
Elements of a true character, 

147. 
Wins attention, 200. 
Chart of Paul's life and letters, 119. 

Of Peter's life and letters, 34. 
Church, term first applied to the as- 
sembly of Christians at Pen- 
tecost, 20. 
Gradually prepared for Paul's 

work, 38. 
Divine idea of, 98. 
Ordination, 48. 
First Council, 54-56. 
The divinely-appointed reform- 
er, 229. 
Her distinctive doctrines to be 

taught, 222, 226. 
Children to attend, 207-210. 
Clement of Eome, testimony to 

Paul's release, 101. 
Collections from Gentile for Judsean 

churches, 55, 73, 74. 
Colossi an church ; its origin, 94. 
Colossians, Epistle to the, analysis, 
95, 96. 
Object, 95. 
Where and when written, 93. 



Corinthians, First Epistle to the, an- 
alysis, 81-83. 
Where, when, and why written, 
72,81. 
Corinthians, lost Epistles to the, 71, 

72. 
Corinthians, Second Epistle to the, 
analysis, 83, 84. 
Character, 83. 

Where, when and why written, 
73, 83. 
Cornelius converted, 23. 
Corinth, origin of church there, 63, 

64. 
Council at Jerusalem, its authority, 
56. 
Its decision, 54. 
Its occasion, 53. 
Its proceedings, 54. 
Its results, 55. 

D. 

Diana, worship of, 70. 
Difficulties, how overcome, 167. 
In obtaining answers, 167. 
In inducing scholars to ask 

questions, 168. 
In impressing the lesson, 168. 
In finding sufficient time for 
teaching the lesson, 169. 
Disciples of John the Baptist in 

Ephesus, 69. 
Doctrines of Peter, 29, 30. 

Of Paul, 50-52, 55, 56, m, 67, 

84, 100, 109, 113-116. 
Of James, 123. 

Table of the principal doctrines 
taught by the apostles, 138. 

E. 
Empires — Egyptian, Chaldean, Per- 



INDEX. 



277 



sian, Grecian, Roman — pre- 
pared world for Christ, 36. 
Enthusiasm, power of, in teaching, 

201, 202. 
Epaphras, "minister" of Colossian 

church, 94, 95. 
Ephesian elders, Paul's farewell ad- 
dress to the, 74, 98. 
Ephesians, Epistle to the, 97. 
Analysis of, 97. 
Correspondences with Acts xx., 

98. 
Object, 97. 

To whom written, 97. 
Where and when written, 93, 96. 
Ephesus, importance of, 68. 
Erastus sent from Ephesus to Cor- 
inth, 71. 
Epistles, general view of Paul's, 65. 
Europe, first preaching of gospel by 

apostles in, 60. 
Eusebius's testimony to Paul's re- 
lease, 101. 
Executive ability defined, 248, 249. 
Special qualification of a super- 
intendent, 249. 
Eye-teaching, 172, 173. 

F. 

False teachers in Colosse, 95. 

Referred to in Pastoral Epis- 
tles, 105, 106. 

a. 

Galatia, origin of name, 68. 
Galatians, Epistle to the, 70. , 

Where, when and why written, 
70. 
Galatians, character and origin of 
the, 68. 
24 



Galatians, Paul's work among the, 

67, 68. 
Galatians, Epistle of Paul to, 75. 

Its authenticity, occasion, con- 
tents, 75, 76. 

Date and peculiarities, 77. 
Galatia first evangelized, 59. 
Geography. See Map-Sketching. 
Gift of tongues, what was it ? 20. 
Greek language, diffusion of, 36, 37. 

H. 

Hart, Rev. J. S., D. D., quoted, 244, 

248. 
Heathen religions, decay of, 37. 
Hebrews, Epistle to the, 107. 

Authorship disputed, 107. 

Contents, 108, 109. 

Doctrinal value, 109. 

Object and probable date, 108. 

To whom written, 108. 
Heretics, apostolic definition of, 106. 
Holy Spirit, the, 141. 

The teacher's need of, 141, 142. 

Promised, 142. 

To be sought, 142, 143. 
Home, Bible study at, 186. 

Object, 186. 

Method, 187-189. 



Immorality in Corinthian church, 71. 
Infant class. See Primary Class. 
Influence, unconscious, 146. 

Of teacher's character, 146. 
Inquirers, the teacher dealing with, 
180. 

Necessity of preparation for, 180. 

Rules for, 182, 183. 
Institute, 156. 



278 



INDEX. 



Interruption oi teachers while teach- 
ing should be avoided, 168, 
169. 214 

Superintendent should prevent, 
247. 
Interest in study, how to awaken, 
161. 

Necessity of, 161. 

Motives to which we should ap- 
peal, 161, 162. 

Methods of awakening interest, 
162, 163. 

J. 
James, his opinion at Council at Je- 
rusalem, 54. 
Author of the Epistle, 120. 
Sources of information, 120. 
Who he was, 120-122. 
His life, 122, 123. 
Doctrinal position, 123. 
His work, 124. 

His Epistle, eanonicity, date, 
persons addressed, design and 
style, 125, 126. 
Jewish-Christian view of Mosaic law, 

53. 
Jews, dispersion of, 35, 36. 
John the Apostle, 127. 
His work, 127, 128. 
First Epistle of, 129. 
Authenticity, date, design, di- 
visions, 129, 130. 
Second and Third Epistles of, 

130. 
Design, 130. 
Character of, 135-137. 
Jude, the author of the Epistle, 131. 
Who he was, 131. 
His Epistle, its date, 131. Its 
contents, 131, 132. 



Judaistic controversy, 53. 
" Judaizers," different from "Jewish 
Christians," 53. 
Their opposition to Paul, 53, 55, 

70. 
Their rise and extreme doctrine, 
53. 
Judas sent by Council to Antioch, 
55. 

K. 
Knox, Mrs. A. W., ideas of subdi- 
vision of primary classes, 236- 
238. 

L. 
Lecture system in the Sabbath-school, 
158, 159. 
Advantages of making the class- 
exercise a lesson, 159, 160. 
Cautions, 160, 161. 
Lesson or Lecture? 158. 
Lesson-helps, Westminster, 187, 188, 

189. 
Luke accompanies Paul from Phil- 

ippi to Jerusalem, 73, 74. 
Luke accompanies Paul on the voy- 
age to Home, 91. 
Lystra, 49. 

Paul's and Barn abas' s labors 

there, 49. 
Paul's address there, 52. 

M. 
Management. See Order. 
Manner, teacher's, 166. 

Helps in securing attention, 
201. 
Map-Sketching, 175. 
Utility of, 175, 176. 
General instruction for, 177- 
179. 



INDEX. 



279 



McCormick, Mr. James, 233. 

His men's class, 233. 

Methods of working, 233. 
Method and manner, negative rules 
for, 165. 

For method, 165, 166. 

For manner, 166. 
Motives, the teacher's, 148. 

Necessity of true motives, 148. 

Nature of, 149. 

The scholar's, 162. 
Muratori Canon, testimony to Paul's 

release, 101. 

N. 
Normal Class, 156. 

O. 

Older scholars, how retain, 230- 

234. 
Onesimus, 96. 
Outline of Paul's life and letters, 

119. 
Outline of Peter's life and letters, 
34. 

P. 
Palestine, map of, 179, 180. 

Instruction for drawing, 179, 
180. 
Parents' duty of teaching the Sab- 
bath-school lesson at home, 
186. 
How this can be done, 187-189. 
Need lesson-helps, 189. 
Should bring their children to 

church, 208, 209. 
Should teach Catechism at home, 

226. 
Should inculcate temperance at 
home, 228, 229. 
Parties in Corinthian church, 71, 81. 



Pastor as conductor of the normal 

class, 155. 
How secure attendance of chil- 
dren at church, 209. 
Place of his address in order of 

exercises, 215, 216. 
Quotation from James's Earnest 

Ministry, 219. 
Pastoral Epistles, not to be inserted 

in the narrative of Acts, 102- 

104. 
Paul the Apostle, sources of infor- 
mation, 35. 
Gentile world prepared for, 35, 

36, 37. 
Church prepared for, 38, 39, 40. 
Birth and early education, 41. 
Later education, 42. 
Persecutions of the Church, 42. 
His conversion, 43. 
First preaching and retirement 

in Arabia, 44. 
Early labors at Antioch, 44, 45. 
First visit to Jerusalem after his 

charge, 45. 
First missionary journey, its 

origin, geography, incidents, 

methods of work, doctrines, 

results, 47-52. 
Attends Council at Jerusalem, 

53. 
Friendly relations with other 

apostles, 54. 
Second missionary journey, its 

geography, 58. 
History, 59. 

The gospel in Europe, 60. 
First Gentile persecution, 60, 61. 
Address on Mars' Hill, 62. 
Work at Corinth, 63, 64. 
Beginning of his Epistles, 64, 65. 



280 



INDEX. 



Doctrines of the second journey, 
66, 67. 

From Antioch to Ephesus, 67, 
68. 

Third missionary journey, 67- 
74. 

Life in Ephesus, 68-72. 

Events recorded in Acts, 70. 

Epistles written, 70-72. 

Events not recorded in Acts, 
70-72. 

Unrecorded visit to Corinth, 
71. 

Second journey to Macedonia, 
72, 73. 

Second recorded visit to Cor- 
inth, 73. 

Return from Corinth to Jeru- 
salem, 73, 74. 

Doctrinal results, 84. 

Arrested in Jerusalem, 85. 

Defence before the Jews, 85. 

Defence before Felix, 87. 

Imprisonment at Csesarea, 88. 

Defence before Festus, 88. 

Appealed to Caesar, 89. 

Defence before Agrippa and 
Festus, 89. 

Voyage to Rome, 90, 91. 

First imprisonment at Rome, 
92-94. 

Epistles written from Rome, 93, 
94-99, 107. 

Life in Rome, doctrinal results, 
100. 

Released from first Roman im- 
prisonment, proof from an- 
cient testimony, 101. 

Proof from Pastoral Epistles, 
102-104. 

Death, 104. 



Life after release from first Ro- 
man imprisonment, 104. 

Work as a missionary, 110-112. 

Work as a leader of the Church, 
112, 113. 

Work as a theologian, 113-116. 

Diversity of topics, 113. 

Development of his system, 114. 

Relation to other New-Testa- 
ment writers, 115. 

Value of his system, 116. 

Personal character, 116. 
Pentecost, 19. 

Why the Spirit came on that 
day, 19. 

Peter's sermon at, its effects, 20. 
Persecutions : Jewish, of Peter, 21. 

Of Stephen, 42. 

Of Paul, 45, 85, 86, 87, 49. 

Gentile, 60, 61, 70. 
Peter the Apostle, sources of informa- 
tion in studying, 17. 

Preparation, 14, 15, 16. 

Work (before Pentecost), 18. 

Work (at and after Pentecost, 
19, 20. 

Imprisoned, 21. 

Visit to Samaria, 22. 

Miracles at Lydda and Joppa, 
22. 

Receives Cornelius into the 
Church, 23. 

His first conference with Paul, 
23. 

Speech at the Jerusalem Coun- 
cil, 24. 

Error and rebuke at Antioch, 
24, 25. 

Missionary labors, 25. 

His First Epistle, address, date, 
design, divisions, 26, 27. 



INDEX. 



281 



Second Epistle, canonicity, date, 

etc., 27. 
Character, 28. 
Doctrines, 29. 

Papal tradition concerning Pe- 
ter examined, 31, 32. 
Mission in the early Church, 

33. 
His argument for free admission 

of the Gentiles, 54. 
His conduct at Antioch, 55. 
Philemon, member of Colossian 
church, 94, 96. 
Epistle to, 96. 
Philip the Deacon, 74. 
Philippi first evangelized, 60, 61. 

Epistle to, 99. 
Philippians, Epistle to the, 99. 
Analysis, 99. 
Character, 99. 

Where, when and why written, 
93, 99. 
Preparation. See Training. 
Primacy of Peter examined, 31, 32. 
Primary class, the, 234. 

The best name for it, 234. 
Why the most important class, 

234, 235. 
Its place of meeting, 235, 236. 
Age of primary scholars, 236. 
Should it be subdivided ? 236. 
Arguments for, 236-238. 
Arguments against, 238, 239. 
The primary teacher, 239. 
Characteristics of good primary 
teaching, 240. 

R. 

Revelation, book of, 133. 
Its author and date, 133. 
Design, 134. 

24* 



Division of its contents, 134, 
135. 
Reverence, its lack in this country, 

220. 
Roman Church, 93. 

Differences in the, 93. 
Jewish ignorance of the, 92. 
Paul's relation to, while in 
Rome, 93. 
Romans, Epistle to the, 78. 

Where and when written, 73. 
Its authenticity, circumstances 
of the church at Eome, object 
of the Epistle, 78. 
Contents, 79, 80. 
Peculiarities, 80, 81. 
Routine teaching, mere, useless, 220, 
221. 

S. 

Samaria evangelized, 22. 

Silas sent by Council to Antioch, 

55. 
Sorcerers converted in Ephesus, 

70. 
Stephen, accusation and defence, 
38. 
Effect of his martyrdom on Saul, 
42. 
Study out of school, 163. 
Necessity of, 163. 
How can the scholar be induced 
to study out of school ? 164. 
Superintendent, the, 244. 
Importance of, 244. 
A ruler, 244. 
A teacher, 245. 
Duties to himself, 245. 
Duties to the teachers of the 

school, 246. 
Duties in the school, 247. 



2S2 



INDEX. 



Duties during the week, 247, 

248. 
Qualifications of, 248. 
Governing faculty described, 

248, 249. 
How chosen, 249, 250. 



Teacher, the Sabbath-school, 141. 
His Helper — the Holy Spirit, 

141-143. 
His divine call, 143-145. 
His personal character, 145-147. 
His motives, 148, 149. 
His training, 150-157. 
Needs general training,150, 153. 
What he needs to know, 154. 
Experience and practice, 154, 

155. 
How teachers are trained, 155- 

157. 
How arouse interest in study, 

161-163. 
Should not lecture,- but teach, 

158-161. 
How secure study out of school, 

163-165. 
How not to teach, 165, 166. 
His difficulties, 167-169. 
How he can keep order, 170- 

172. 
How he can use the blackboard, 

173. 
How he can use pictures and 

charts, 174. 
How he can use objects, 174, 

175. 
How to sketch maps, 175-180. 
How to deal with inquirers, 

180-182. 



Work during the week, 184- 

185. 
Fitch's Rules for teachers, 190, 

191. 
His style of speaking, 192-194. 
Special counsels for, 195, 196. 
Must have the attention of the 

class, 197-199. 
How he can secure attention, 

200-202. 
Should bring his scholars to 

church, 210. 
Should not be interrupted when 

teaching, 214. 
Needs spiritual earnestness 

above all things, 218, 221. 
Should teach the Catechism. 

222, 226. 
Should inculcate temperance, 

227, 230. 
Dealing with adults, 230-234. 
Dealing with troublesome schol- 
ars, 240-244. 
Dealing with primary scholars, 

234-240. 
Temperance in the Sabbath-school, 

227. 
Reasons for, 227, 228. 
How promoted, 229. 
Thessalonica, first evangelized, 61. 
Thessalonians, First Epistle to the, 

65. 
When, where, why written, 65. 
Contents, 65, 66. 
Thessalonians, Second Epistle to the, 

66. 

Occasion and contents, 66. 
Timothy, references in New Testa- 
ment to, 105. 
Timothy, First Epistle to, 105. 

Analysis, 105, 106. 



INDEX. 



283 



When, where, and why written, 
105. 
Timothy, Second Epistle to, 107. 
When, where, and why written, 
107. 
Titus, references in New Testament 

to, 106. 
Titus, Epistle to, 106. 

When, where, and why written, 
106. 
Training, the teacher's, 154. 

Need of teacher-training, 150- 

153. 

In what it consists — knowledge, 

experience and practice, 154, 

155. 

Means of teacher-training, 155. 

Tychicus, bearer of Epistles to Co- 

lossians and Ephesians, 96. 
Tyrannus, school of, 69. 

V. 

Various methods of Normal-Class 
work, 156, 



The Teachers' Institute, 156. 

Conventions, Assemblies, indi- 
vidual normal work, 157. 
Vincent, Kev. J. H., D. D., 240. 

Lesson on teaching careless 
scholars, 240-244. 

W. 

Week-day work, the teacher's, 
184. 
Need of, 184. 
Methods of, 185. 
World, the Scripture map of, 
178. 
Instructions for drawing, 178, 
179. 

Y. 

Young people, 230. 

Necessity of retaining them in 
the Sabbath-school, 230, 231. 
Ordinarily no adequate provis- 
ion made for them in Sab- 
bath-schools, 231. 



THE END. 



fei 



